HISTORY 


SStSlltet'i? 

laiBillPif /; 


, 

CN1 


MANUAL     OF    EDUCATION 


BRIEF    HISTORY 


•  •     r*  rt  ,-» 

JJhodeislmtd  fustitittq  of  instruction, 


INCLUDING 

A  SYNOPSIS  OF  ANNUAL  AND  OTHER  MEETINGS, 

LIST    OF    OFFICERS    AND    MEMBERS, 

TOGETHER   WITH 

THE    COXSTITUTIOX   A  X  I)     CHARTER, 

I!Y 

EDWIN  MARTIN  STONE. 


PROVIDENCE: 

PROVIDENCE     PRESS     COMPANY,     PRINTERS. 
1874. 


LI3 


40851i7 


PREFACE. 


The  following  pages  have  been  written  at  the  request  of  the  Rhode 
Island  Institute  of  Instruction,  expressed  by  vote  of  its  members  at  the 
annual  meeting  in  1871.  The  publication  has  been  delayed  beyond  the 
time  originally  contemplated,  by  circumstances  not  under  the  author's 
control.  In  preparing  this  volume  it  has  been  the  aim  to  present  a  com- 
prehensive view  of  the  state  of  education  in  Rhode  Island  in  the  early 
years  of  its  history,  and  to  trace  the  progressive  steps  by  which  the  cause 
has  advanced  to  its  present  cheering  condition.  The  founding  of  the 
INSTITUTE,  under  the  auspices  of  far-seeing  and  guiding  minds,  was  an 
event  the  importance  of  which  cannot  be  over-estimated.  It  was  the 
embodying  of  hitherto  scatteied  elements,  and  imparting  to  them  a  power 
which  separately  they  did  not  possess.  In  educating  the  Public  Mind  so 
that  it  should  perceive  and  feel  the  duty  which  society  owes  to  the  rising 
generation  ;  in  securing  to  teaching  as  a  profession,  a  higher  appreciation  ; 
in  developing  just  ideas  of  the  relation  between  intellectual  culture  and 
prosperous  industry ;  in  awakening  a  worthy  ambition  to  make  the  Public 
Schools  the  most  efficient  auxiliaries  to  the  higher  institutions  of  learning; 
and  in  deuiamLng  that  all  which  science  reveals,  experience  approves, 
and  moral  principle  enforces,  shall  be  made  subsidiary  to  popular  edu- 
cation; the  INSTITUTE  has  borne  a  part  upon  which  its  members  may 


4  PREFACE. 

look  with  entire  satisfaction.  And  if  there  be  truth  in  the  often-quoted 
proverb,  "coming  events  cast  their  shadows  before,"  there  is  foundation 
for  the  belief  that  the  future  glory  of  its  work  will  far  surpass  the  bright- 
ness of  its  past. 

To  the  Teachers  and  Friends  of  Education  in  Rhode  Island  this  "  Brief 
History  "  is  respectfully  inscribed,  with  the  hope  that  it  may  prove  an 
acceptable  contribution  to  a  Cause  which  is  now  engaging  so  earnestly 

their  hearts  and  hands. 

E.  M.  s. 
NOVEMBER,  1874. 


HISTORY 


,UELIMINARY  to  the  history  of  the  RHODE  ISLAND  INSTI- 
TUTE OF  INSTRUCTION",  it  will  be  proper  to  glance  at  the 
condition  of  Education  in  the  early  days  of  the  Colony 
of  Rhode  Island,  and  the  rise  and  progress  of  her  Public 
School  System. 

If  the  Cause  of  Public  Education  in  Rhode  Island,  now  so 
universally  popular,  did  not  at  an  early  day  engage  the  atten- 
tion of  the  Body  Politic  here,  as  in  other  Colonies,  the 
neglect,  seeming  or  real,  should  be  attributed  rather  to  the 
peculiar  circumstances  under  which  this  Colony  was  settled 
than  to  a  want  of  appreciation  of  good  learning.  It  will  be 
borne  in  mind  when  making  a  contrast  between  the  early 
educational  condition  of  Rhode  Island  and  that  of  her 
neighbor  Colonies,  that  she  labored  under  difficulties  which 
constituted  no  p'art  of  their  experience;  and  that  while  the 
settlements  at  Plymouth,  Boston,  Salem  and  New  Haven, 
were  begun  with  organized  bodies  of  men,  bringing  with 
them  means  for  at  once  establishing  the  Church  and  the  School 
House,  our  Colony  Life  was  begun  by  a  handful  of  Refugees 
from  their  first  chosen  home  in  the  Bay  Colony,  too  few  in 
numbers  to  do  more  at  the  outstart  than  to  subdue  enough  of 
the  wilderness  to  make  for  themselves  an  unenviable  home  ; 
too  poor  to  command  at  the  moment  and  put  in  operation  the 
agencies  of  a  high  civilization  ;  and  too  much  occupied  in 
protecting  themselves  against  aboriginal  and  other  dangers  to 
establish,  as  a  first  step,  the  Public  School  and  the  University. 


O  HISTORY   OF    THE 

Had  they  been  differently  situated,  a  different  aspect  would 
doubtless  have  been  put  upon  the  face  of  things  in  these 
Plantations.  The  Leader  of  the  Conscience  Band  who  fled 
first  to  Seekonk,  and  then,  at  the  suggestion  of  the  friendly 
Winslow,  and  possibly  of  the  no  less  friendly  Winthrop,  re- 
moved to  a  spot  he  named  Providence, — was  a  profound 
scholar,  and  could  not  but  have  had  a  just  comprehension  of 
the  importance  of  a  practical  education  to  a  rising  commu- 
nity. Buf  the  children  of  the  Plantation  Colony,  for  several 
years  after  its  founders  arrived  here,  must  have  been  so  few 
as  hardly  to  have  suggested  the  immediate  necessity  of  a 
school, *while  the  pressing  demands  upon  the  time  and  services 
of  Williams  in  adjusting  local  vexations  and  in  serving  the 
welfare  of  a  neighboring  Colony,  put  it  out  of  his  power  to 
give  thought  to  any  plan  for  establishing  a  system  of  popular 
education.  Yet  it  is  not  to  be  assumed  that  no  interest  was 
felt  here  or  elsewhere  in  the  Colony  on  this  subject,  or  that 
no  measures  were  adopted  for  the  encouragement  of  educa- 
tion. In  1640,  one  year  after  the  settlement  of  Newport  was 
begun,  that  town  invited  Mr.  Robert  Lenthal  "to  keep  a 
public  school  for  the  learning  of  youth,  and  for  his  encourage- 
ment there  was  granted  to  him  and  his  heirs  one  hundred 
acres  of  land,  and  four  more  for  a  house  lot."  The  town 
also  voted,  "  that  one  hundred  acres  should  be  laid  forth  and 
appropriated  for  a  school,  for  the  encouragement  of  the  poorer 
sort,  to  train  up  their  youth  in  learning."! 

These  one  hundred  acres,  it  is  supposed  by  some,  were 
originally  located  in  what  is  now  the  town  of  Middletown, 
and  in  1661  were  exchanged  for  a  tract  subsequently  known  as 
Newtown,  or  school  land.  In  1663,  this  trust  was  ordered  to 

*It  should  be  borne  in  mind  that  in  1680  the  population  of  Rhode  Island,  exclu- 
sive of  Indians,  did  not  exceed  7.000,  and  in  1701,  sixty-five  years  after  the  settle- 
ment of  Providence,  it  had  increased  to  only  10.000.  Of  this  population,  the  largest 
portion  must  have  been  comprised  in  the  settlements  at  Providence,  Newport 
and  Warwick.  In  other  parts  of  the  Colony  the  necessity  for  schools  could  not 
have  been  pressing. 

t  Arnold,  i.  145,  146. 


RHODE    ISLAND    INSTITUTE    OF   INSTRUCTION.  7 

be  divided  into  lots,  "  and  to  be  sold  or'  loaned  on  condition 
that  the  purchasers  should  pay  to  the  town  treasurer  an 
annual  rent  to  constitute  a  fund  for  the  schooling  and  educat- 
ing of  poor  children,  according  to  the  direction  of  the  town 
council  for  the  time  being."*  From  1775  to  1792  there  were 
seventy-eight  lots  in  Newtown,  denominated  "  school  lands," 
for  which  the  town  received  in  rents,  $181.42  per  annum. 

In  1095,  Judge  Samuel  Sewall,  of  Boston,  conveyed  laud 
in  the  Pettaquamscut  Purchase  to  Trustees,  the  income  of 
which  was  to  be  appropriated  to  the  support  of  the  ministry, 
and  to  the  instruction  of  "the  children  and  youths  of  the 
above  mentioned  town  of  Pettaquamscut,  f  as  well  English 
there  settled,  or  to  be  settled,  as  Indians  the  aboriginal  natives 
and  proprietors  of  the  place,  to  read  and  write  the  English 
language  and  the  rules  of  grammar."  The  school  was  for  a 
long  time  at  Tower  Hill,  and  among  the  instructors  were 
Constant  Southworth, Increase  Hewett,and  Robert  F.  Noyes.J 

In  the  following  year  (1696)  Judge  Sewall  conveyed  to 
Harvard  College  land  in  the  same  Purchase  "  for  and  towards 
the  support  and  education  at  said  College,  of  such  youths 
whose  parents  may  not  be  of  sufficient  ability  to  maintain 
them  there,  especially  such  as  shall  be  sent  from  Pettaquam- 
scut aforesaid,  English  or  Indians. "§  In  1765,  Thomas  Nini- 
gret,  commonly  known  as  King  Tom,  Sachem  of  the  Narra- 
'gansetts,  petitioned  the  Society  for  Propagating  the  Gospel 
to  establish  a  Free  School  for  the  children  of  the  tribe. 
Ninigret  was  born  in  1736,  and  became  Sachem  in  1746. 

In  1697,  Newport  voted  other  school  lands  for  the  benefit 
of  a  school  master.  In  1706,  a  school  house  was  built  at  the 
public  charge.  To  defray  the  expense  the  town  sold  six  acres 
of  land,  and  laid  a  tax  of  £150.  In  1713,  the  town  voted  to 
establish  another  school,  and  Benjamin  Nicholson  was  chosen 
schoolmaster.  ||  In  1726,  one  hundred  and  six  acres  of  land 

*  Rarnard's  Report,  1848,  p.  1-15, 

f  Now  Kxotor. 

t  Potter's  Early  History  of  Xarragansett.  pp.  29  ',  291.  §  Ibid. 

||  In  1710,  Portsmouth  '•  having  considered  how  excellent  an  ornament  learning 


8  HISTORY   OF   THE 

were  voted  for  a  school  house  in  the  eastern  part  of  the  town. 
From  this  date  until  the  American  Revolution,  a  commend- 
able interest  in  the  cause  of  education  was  manifested  in 
Newport— an  interest  th.st  lor  a  time  was  paralyzed  by  the 
influences  of  the  war.  In  1795  the  Long  Wharf  Association 
of  Newport,  adopted  measures  to  establish  a  public  school, 
and  provided  for  its  support.  The  same  year  Mr.  Simeon 
Potter,  of  Swansea,  Mass.,  gave  to  the  Association,  in  trust, 
an  estate  in  that  town,  "to  support  a  Free  School  forever." 

In  1827,  a  public  school  system  in  a  modified  form,  was 
carried  into  effect,  and  in  1828,  Governor  Fenner  contributed 
$100  to  the  school  fund  of  Newport,  "  instead  of  giving  the 
time  honored  'treat'  to  the  people  on  election  day," — the 
usual  expense  of  the  treat  being  that  amount.  From  this 
period,  the  interest  in  popular  education  has  advanced  in  that 
city,  and  at  the  present  time  the  public  schools  there  are 
among  the  best  in  the  State. 

Providence,  in  1663,  laid  out  and  reserved  "one  hundred 
acres  of  upland  land  and  six  acres  of  meadow  (or  lowland  to 
the  quantity  oi  eight  acres,  in  lieu  of  meadow,")  "for  the 
maintenance  of  a  school."  Previous  to  this,  home  instruction 
or  a  Dame's  school,  probably,  answered  the  needs  of  the  child- 
ren of  the  town. 

The  first  recorded  acts  of  the  citizens  of  Bristol  in  relation 
to  schools  bears  date  September,  1682,  when  it  was  voted, 
"  that  each  person  that  hath  children  in  town  ready  to  go  to 
school,  shall  pay  three  pence  the  week  for  each  child's  school- 
ing to  the  schoolmaster,  and  the  town  by  rate  according  to 
each  ratable  estate  shall  make  the  wages  to  amount  to  £24 
the  3'ear.  The  selectmen  to  look  out  a  grammar  schoolmas- 
ter and  use  their  endeavor  to  obtain  £5  of  the  cape  money 
granted  for  such  an  end."  "  September,  1648,  voted  £24  the 


is  to  mankind."  adopted  measures  to  build  a  school  house  on  the  south  side  of  the 
town.    Six  years  later  two  other  school  houses  were  built.— Arnold's  R.  I.,  ii..  59. 


RHODE    ISLAND  INSTITUTE  OF  INSTRUCTION.  9 

year  for  Mr.  Cobbett,  he  officiating  in  the  place  of  a  school- 
master in  this  town."* 

From  an  early  date  Bristol  has  been  fortunate  in  its  choice 
of  committees,  whose  labors  have  been  effective  in  giving  a 
hiffh  character  to  the  schools  of  that  town. 

O 

Although  "  no  public  education  at  the  expense  of  the 
town  "  was  provided  for  in  Warren,  previous  to  1828, the 
public  records  of  Swansea,  Mass.,  of  which  Warren  was  a 
part  until  1718,  show  that  becoming  care  was  taken  to  secure 
for  its  children  and  youth  the  benefit  of  educational  instruc- 
tion. The  same  is  true  of  Barrington,  also  a  part  of  Swan- 
sea, and  which  was  erected  into  a  distinct  township  in  1717. 
As  early  as  1 673,  "  three  years  after  old  Plymouth  had  voted  a 
freeschool  within  her  borders, "f  a  school  was  set  up  "for  the 
teaching  of  grammar,  rhetoric,  and  arithmetic,  and  the 
tongues  of  Latin,  Greek  and  Hebrew,  also  to  read  English 
and  to  write."  Of  this  school  Rev.  John  Myles  was  ap- 
pointed master,  at  "  at  a  salary  of  £40  per  annum  in  current 
country  pay."  Whether  or  not  this  sum  was  intended  as  a 
full  equivalent  for  his  services  as  clergyman  and  school  teacher, 
there  seems,  at  a  later  day,  to  have  been  differences  of  opin- 
ion. In  1699,  Mr.  Jonathan  Bosworth  was  appointed  "to 
teach  in  the  several  places  in  the  town  by  course,"  at  a  com- 
pensation of  £18  per  year,  "one-quarter  in  money  and  the 
other  three-quarters  in  provisions,  at  money  price."  In 
1702,  Mr.  John  Devotion  was  chosen  to  fulfil  similar  peripa- 
tetic duties  at  a  salary  of  "  £12  current  money  of  New  Eng- 
land, to  be  paid  quarterly,  and  the  town  to  '  pay  for  his  diet,'  " 
be>ides  an  allowance  of  20s.  "  towards  the  keeping  of  his 
horse."| 

From  1718    until    1828,  when   regular   appropriations    of 
money  for  public  education  by  the  town   first   begun  to  be 

*  Those  facts  have  boon  cited  to  show  that  from  a  very  early  date  the  education 
of  the  young  was  not  undervalued,  nor  wholly  unprovided  for. 
t  J.ickncll's  History  llarringlon,  p.  !)1. 
J  Fesjsenden's  History  Warren,  pp.  S3,  81. 

2 


10  HISTORY   OF   THE 

made,  the  people  of  Warren  have  not  been  unmindful  of  the 
intellectual  needs  of  the  young,  and  the  steady  advance  of 
public  sentiment  has  secured  to  that  town  school  convenien- 
cies  and  advantages  that  will  compare  favorably  with  those  of 
other  communities. 

The  public  school  idea,  now  developed  into  grand  propor- 
tions which  renders  it  the  glory  of  the  State,  was  slow  of 
growth.  Like  some  of  the  beautiful  productions  of  nature, 
its  bloom  and  fruitage  could  not  be  prematurely  forced.  It 
found,  however,  through  a  long  seiies  of  years,  faithful  culti- 
vators, who,  amidst  the  temporary  expedients  of  private 
schools  and  of  proprietors'  schools,  persevered  in  watching 
over  and  protecting  the  precious  plant,  resting  in  hope  of  its 
ultimate  perfection.  Among  the  most  conspicuous  of  these, 
dating  from  1684,  when  William  Turpin  was  tho  first  school- 
master in  Providence  of  whom  any  memorial  remains,*  until 
1799.  were  John  Dexter,  William  Hopkins,  Joseph  Whipple, 

*It  would  be  interesting  to  learn  something  more  than  is  now  known  of  the  ex- 
perience of  Mr.  Turpin  as  a  teacher.  His  native  place  and  the  year  of  his  arrival 
in  Providence,  is  unknown.  The  earliest  record  of  him  found  bears  date  June 
llth,  1684,  on  which  day  he  covenanted  with  William  Hawkins  and  his  wife  Lydia, 
"  to  furnish  Peregrine  Gardner  with  board  and  schooling  one  year  for  six  pounds ; 
forty  shillings  of  which  in  beef  and  pork;  pork  at  two-pence,  and  beef  at  three- 
pence half-penny,  per  Ib. ;  twenty  shillings  in  corn,  at  two  shillings  per  bushel; 
and  the  balance  in  silver  money."— (Staples's  Annals.)  That  Mr.  Turpin  intended 
to  make  teaching  a  permanent  occupation  in  Providence,  is  evident  from  the  fact 
that  in  January,  1C35,  he  petitioned  the  town  to  invest  him  and  his  heirs  with  the 
land  set  apart  "  for  the  use  and  benefit  of  a  school  master,"  •'  so  long  as  he  or  any 
of  them  should  maintain  that  worthy  art  of  teaching."-  (Town  Records.)  That 
his  petition  was  granted  the  records  do  not  show.  Mr.  Turpin  must  have  been 
held  in  universal  respect,  and  have  possessed  the  confidence  of  his  fellow-towns- 
men as  a  man  of  discreet  judgment  and  unimpeachable  integrity,  as  we  find  that 
he  twice  represented  Providence  in  the  General  Assembly,  was  one  year  Town 
Clerk,  and  for  upwards  of  fourteen  years  was  Town  Treasurer.  He  died  in  the 
early  part  of  1744.  His  house  stood  on  the  west  side  of  Xorth  Main  street,  nearly 
opposite  the  fourth  Baptist  meeting  house.  At  one  time  the  General  Assembly 
held  their  sessions  there.  According  to  a  statement  made  by  the  late  Mr.  Samuel 
Thurber,  "  this  was  a  very  sightly  place,  and  a  place  of  considerable  business. 
He  had  a  large  yard  with  an  elm  tree  in  it,  a  fine  garden,  handsomely  fenced  in, 
through  which  there  ran  a  small  brook,  which  came  from  a  swamp  laying  a  little 
to  the  eastward  of  where  the  meeting  house  now  is." 


RHODE   ISLAND    INSTITUTE    OF   INSTRUCTION.  11 

Nicholas  Cooke,  Joseph  Olney,  Esek  Hopkins,  Elisha  Brown, 
John  Mawney,  Nicholas  Brown,  Elijah  Tillinghast,  Daniel 
Abbot,  Barzillai  Richmond,  John  Brown,  John  Jenckes,  Na- 
thaniel Greene,  Charles  Keeue,  Darius  Sessions,  Samuel 
Nightingale,  Jabez  Bowen,  Moses  Brown,  Enos  Hitchcock, 
James  Manning,  Theodore  Foster,  William  Jones,  Richard 
Jackson,  John  Howlaud,  Samuel  Thurber,  Grhidall  Reynolds, 
Nathan  Fisher,  Peter  Grinnell,  Jonathan  Maxcy,  Joseph 
Jenckes,  James Burrill,  Jr.,  David  L.  Barnes,  George  K,. Bur- 
rill,  Samuel  W.  Bridgham,  Stephen  Gano,  John  Carlisle, 
Thomas  P.  Ives,  Joel  Metcalf,  Richard  Anthony,  and  Wil- 
liam Richmond. 

In  17G7,  an  important  advance  step  was  taken  in  Provi- 
dence in  the  direction  of  "providing  schools  for  all  the  child- 
ren of  the  inhabitants."  Hon.  Jabez  Bowen  wrote  a  report 
which  was  laid  before  a  town  meeting,  January  1,  1768,  em- 
bracing a  system  of  public  instruction.  In  this  it  was  pro- 
vided : 

"  That  every  inhabitant  of  this  town,  whether  they  be  free  of  the  town 
or  not,  shall  have  and  enjoy  an  equal  right  and  privilege,  of  sending  their 
own  children  and  the  children  of  others  that  may  be  under  their  care,  for 
instruction  and  bringing  up  to  any  or  all  of  said  schools." 

But  the  time  for  a  full  appreciation  of  this  recommenda- 
tion had  not  arrived,  and  it  was  rejected.  In  1791,  Presi- 
dent Manning,  of  Brown  University,  as  chairman  of  a  com- 
mittee to  whom  a  petition  of  some  citizens  for  the  establish- 
ment of  public  schools  had  been  referred,  drew  up  a  report 
recommending  substantially  what  Gov.  Bowen  had  proposed 
twenty-four  years  before.  This  report  was  presented  at  a 
town  meeting,  held  August  1,  and  accepted,  though  it  con- 
tained an  obnoxious  clause  which  prevented  any  further  action 
being  taken  upon  it.* 

*  Tliis  clause  recommended  that  as  tlie  Friends  then  had  a  school  of  their  own 
in  which  their  children  were  instructed  and  would  continue  to  he  instructed,  they 
should  be  permitted  to  draw  from  the  town  treasury  money  to  support  their 
school  in  proportion,  to  tlie  number  of  children  attending  it. 


12  HISTORY     OF    THE 

Thus  far  the  action  of  Providence  had  been  local  in  its 
character,  viz.  :  to  establish  free  schools  within  its  own  limits. 
In  1798,  a  new  era  dawned  upon  the  State.  A  movement 
was  commenced  in  Providence  to  expand  the  public  school 
idea,  and  accomplish  for  every  town  in  Rhode  Island  what 
had  thus  far  been  attempted  in  her  principal  capital.  In 
other  words  to  establish,  by  legislative  enactment,  a  State 
Public  School  System.  A  leading  man  in  this  enterprise  was 
John  Rowland,  who  found  himself  ably  sustained  by  earnest 
men  of  various  professions  and  occupations.  Mr.  Rowland 
was  distinguished  for  sound  judgment,  far-reaching  discern- 
ment, skill  in  execution,  and  unconquerable  persistence.  His 
position  in  the  community  gave  him  a  strong  influence  with 
the  wealthy  and  with  the  laboring  classes,  and  as  the  hostil- 
ity to  free  schools  was  found  largely  among  the  latter,  he  was 
able  to  do  much  to  create  a  better  sentiment  among  them. 
In  his  place  of  business,  in  the  street,  and  by  the  fire-side, 
free  public  schools  was  made  by  him  a  topic  of  conversation. 
He  agitated  the  subject  in  town  meeting,  and  in  the  Mechan- 
ics' Association,  then  the  most  influential  organization  in 
Providence.  Under  the  direction  of  that  Association,  and  in 
its  name,  he  wrote  a  memorial  which  was  presented  to  the 
General  Assembly  at  its  February  session  in  East  Green- 
wich, in  1799,  soliciting  that  honorable  body  "  to  make  legal 
provision  for  the  establishment  of  free  schools,  sufficient  to 
educate  all  the  children  in  the  several  towns  throughout  the 
State."*  The  memorial  was  referred  to  a  Committee,  which 
reported  by  bill  at  the  June  session  the  same  year.  The  bill 
was  printed,  and  referred  to  the  freemen  for  instruction.  The 
instructions  given  by  the  town  of  Providence  to  its  represen- 
tatives to  vote  for  the  bill,  were  written  by  Mr.  Rowland. 
They  set  forth  that  "on  the  question  of  free  schools  all  party 
distinctions  are  broken  down.  Here  there  can  be  no  clashing 


*The  Representatives  from  Providence  at  tins  session  of  the  General  Assembly 
•were  John  Smith,  Thomas  P.  Ives  and  David  L.  Barnes,  all  of  whom  were  stead- 
fast friends  of  public  free  schools. 


EHODE     ISLAND   INSTITUTE    OF   INSTRUCTION.  13 

of  interests.  On  this  subject  one  section  of  the  State  cannot 
be  opposed  to  another.  Before  this  benevolent  idea,  every 
partial,  narrow  motive  of  local  policy  must  disappear."511  At 
the  October  session  of  the  General  Assembly  the  bill  was 
passed  by  the  House  of  Representatives,  but  iii  the  Senate  it 
was  postponed  until  the  session  in  February,  1800,  when  that 
body  concurred  with  the  House,  and  a  public  free  school  law 
became  an  established  fact.  This  law  continued  in  force 
three  years,  whon  it  was  repealed.  But  in  that  three  years 
the  tree  of  knowledge,  thus  legally  planted,  had  struck  deep 
and  spread  wide  its  roots,  and  exhibited  a  vitality  that  bid 
defiance  to  the  destructive  influence  of  mal-legislation."f 

It  seems  surprising,  at  this  late  day,  that  a  system  for  the 
free  education  of  all  classes,  should  have  been  so  soon  abro- 
gated. Yet,  it  is  no  radre  surprising  than  that,  in  1818,  a 

*It  is  worthy  of  record  here  that  the  repeal  of  the  school  law  had  no  injurious 
effect  upon  the  schools  in  Providence,  but  rather  stimulated  their  friends  to  more 
earnest  endeavors  in  their  behalf.  The  system  was  continued  unchanged,  except 
by  such  improvements  as  time  and  experience  suggested.  From  year  to  year 
they  increased  in  usefulness  and  in  favor  with  the  people.  The  firm  position 
taken  by  the  friends  of  education  in  that  town,  and  the  success  to  which  the 
school  system  there  voluntarily  maintained,  attained,  attracted  attention  in  every 
part  of  the  State,  and  did  much  to  rally  public  sentiment  by  which  the  passage  ol 
the  school  law  of  182S  was  secured.  In  the  subsequent  efforts  from  that  date  to 
ISoOmade  to  carry  forward  the  work  of  education  so  as  to  meet  the  demands  of 
an  increasing  intelligence,  the  disinterested  services  of  Francis  Wayland,  Samuel 
W.  Bridgham,  Alexis  Caswell,  Alexander  Duncan,  John  L.  Hughes,  William  T. 
Grinnell,  William  S.  Patten,  Esek  Aldrich,  S.  Augustus  Arnold,  J.  P.  K.  Henshaw, 
Seth  Padelford,  George  Baker,  William  Gammell.  Moses  B.  Ives,  Thomas  M.  Bur- 
gess, Edward  K.  Young,  and  the  members  of  the  School  Committee  generally, 
were  invaluable.  Since  1850,  the  same  spirit  has  prevailed,  and  it  is  safe  to  say 
that  the  schools  of  Providence,  in  their  several  grades,  are  not  elsewhere  sur- 
passed. The  High  School  takes  rank  with  the  best  in  the  country. 

f  The  rise  and  progress  of  the  public  schools  in  Providence  forms  one  of  the  most 
interesting  chapters  in  the  history  of  Education  in  Rhode  Island.  Those  who  wish 
to  learn  more  of  its  details  than  are  here  given  may  consult  the  Life  of  John  How. 
land,  and  Barnard's ''Report  and  Documents  relating  to  the  Public  Schools  of 
Rhode  Island."  In  all  his  efforts  in  behalf  of  popular  education  Mr.  Rowland  was 
e  ncouraged  by  the  support  of  Rev.  Drs.  Hitchcock,  Maxcy,  and  Gano,  Governor 
William  Jones,  Richard  Jackson,  Jabex  Bowen,  James  Burrill,  Jr.,  Amos  M.  At- 
well.  and  other  influential  citizens  of  the  town. 


14  HISTORY    OF   THE 

proposition  to  establish  primary  schools  in  Boston,  should 
have  been  opposed,  or  than  the  indifference  to  educational 
improvement  that  prevailed  with  the  people  of  Massachusetts 
as  late  as  1840.  In  a  lecture  delivered  at  Topsfield,  in  that 
State,  before  the  Essex  County  Teachers'  Association,  by  the 
late  Horace  Maun,  then  Secretary  of  the  Board  of  Education, 
he  said :  "  In  our  own  times,  in  such  low  estimation  is  this 
highest  of  all  causes  held,  that  in  these  days  of  conventions 
for  all  other  objects  of  public  interest, — when  men  go  hun- 
dreds of  miles  to  attend  railroad  conventions,  and  cotton  con- 
ventions, and  tobacco  conventions,  and  when  the  delegates  of 
political  conventions  are  sometimes  counted,  asXerxes  counted 
his  army,  by  acres  and  square  miles, — yet  such  has  often  been 
the  dispersive  effect  upon  the  public  of  announcing  a  common 
school  convention,  and  a  lecture  on  education,  that  I  have  que- 
ried in  my  own  mind  whether,  in  regard  to  two  or  three  coun- 
ties, at  least,  in  our  own  State,  it  would  not  be  advisable  to  alter 
the  law  for  quelling  riots  and  mobs  ;  and,  instead  of  summoning 
sheriffs  and  armed  magistrates  and  the  posse  comilatus  for 
their  dispersion,  to  put  them  to  flight  by  making  proclamation 
of  a  discourse  on  common  schools."  But  this  sharp  sarcasm 
of  Mr.  Mann  had  a  wider  application  than  he  gave  it.  At 
the  time  it  was  uttered  a  general  apathy  prevailed  among  the 
people  of  the  New  England  States,  as  it  did  among  those  of 
all  the  other  States  in  the  Union,  in  regard  to  the  condition 
of  public  free  school  education, — an  apathy  that  required  the 
utmost  efforts  of  earnest  workers  to  remove. 

In  1844,  more  than  seven  thousand  school  houses  in  the 
State  of  New  York  were  destitute  of  suitable  play  grounds, 
while  nearly  six  thousand  were  unprovided  with  convenient 
seats  and  desks,  and  in  almost  every  other  respect  were  unfit 
for  the  uses  for  \vhich  they  were  erected.* 

*  The  State  Commissioner  says,  "  nearly  eight  thousand  were  destitute  of  the 
proper  facilities  for  ventilation,  and  upwards  of  six  thousand  without  a  privy  of 
any  sort,  while  of  the  remainder  but  about  one  thousand  [out  of  nine  thousand 
three  hundred  and  sixty-eight]  were  provided  with  privies  containing  [different 
apartments  for  male  and  female  pupils !  " 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  15 

In  1847,  a  depreciation  in  the  effectiveness  of  the  schools  in 
many  parts  of  Pennsylvania  was  reported.  In  New  Jersey  it 
was  declared  that,  to  establish  a  Normal  School,  "  would  be 
an  infringement  of  the  rightful  liberty  of  the  citizen,"  while 
of  Indiana  it  was  said  by  one  of  her  own  sons,  "  We  have 
borrowed  millions  for  the  physical  improvement  of  our  State, 
but  we  have  not  raised  a  dollar  by  advalorem  taxation  to  cul- 
tivate the  minds  of  our  children  !  "  * 

These  citations  are  not  made  for  the  purpose  of  covering 
the  deficiencies  of  Rhode  Island  by  pointing  out  the  defects 
of  sister  States,  but  merely  to  show  that  an  almost  criminal 
indifference  1o  the  education  of  the  masses  wras  universal,  and 
that  the  need  of  reformation  in  our  own  State  was  but  a 
sample  of  needs  felt  and  acknowledged  throughout  the 
country. 

In  1843,  public  sentiment  had  so  far  advanced  in  the  right 
direction,  that  Governor  Fenner  was  authorized  by  the  Gen- 
eral Assembly  to  appoint  a  State  Agent,  whose  duty  it 
should  be  to  use  all  legitimate  means  for  promoting  the 
interests  of  education  in  every  town  in  Rhode  Island,  and 
thus  aid  in  awakening  a  new  enthusiasm,  and  in  raising  to  a 
higher  level  the  standard  of  instruction.  In  the  same  year, 
Hon.  Henry  Barnard,  of  Connecticut,  wras  appointed  to  fill 
this  ofh'ce,  upon  the  duties  of  which  he  entered  with  charac- 
teristic zeal.  His  time  was  constantly  employed  in  visiting 
the  different  towns  in  the  State,  delivering  lectures,  holding 
educational  meetings,  editing  an  educational  journal,  estab- 
lishing free  libraries,  and  in  other  ways  doing  an  almost 
incredible  amount  of  work. 

During  a  lapse  of  nearly  twenty-eight  years,  the  great  mis- 
take of  the  General  Assembly  of  1803,  in  repealing  the 
school  law,  was  painfully  apparent  all  over  the  State. 
Every  town  had  thereby  been  left  to  do  what  seemed  right  in 
its  own  eyes — to  make  provision  for  schools  or  not — and  iii 
all  towns  in  which  the  popular  mind  had  not  been  enlightened 

*  Address  to  tlic  Legislature  of  Indiana,  by  one  of  the  people,  184J. 


16  HISTORY   OF   THE 

by  the  inculcation  of  generous  views,  and  stimulated  to  action 
by  a  strong  sense  of  public  duty,  the  means  of  education 
were  lamentably  deficient.  Under  this  state  of  things, 
"Proprietors  Schools"  took  form,  with  a  view  of  securing 
for  the  young  the  education  they  were  otherwise  in  danger  of 
losing.  The  proprietors  school  houses  were  built  and  owned 
by  a  company  of  individuals  who  employed  a  teacher  at  their 
own  expense  to  educate  their  children.  Others,  not  proprie- 
tors, but  having  children,  were  permitted  to  send  them  to  the 
same  schools,  by  paying  a  fixed  sum  for  tuition.  To  both 
classes,  therefore,  these  were  "pay  schools."  But  this 
arrangement,  though  conferring  a  benefit  upon  many  who 
otherwise  would  have  become  outcasts  from  the  common- 
wealth of  letters,  tailed  to  answer  the  growing  wants  of  the 
State.  In  1827,  the  friends  of  a  wiser  policy  made  a  grand 
effort  for  a  change.  That  year,  at  the  October  session  of  the 
General  Assembly,  a  memorial  was  presented,  asking  for  the 
establishing  of  "a  general  system  of  education,  extended  at 
the  public  expense,  to  all  the  citizens  of  the  State."  On  the 
basis  of  that  memorial,  plans  for  organizing  a  system  of  free 
schools  was  brought  before  the  General  Assembly,  by  John 
B.  Waterman,  of  Warwick,  Joseph  L.  Tillinghast,  of  Provi- 
dence, and  others,  which  were  embodied  in  "An  Act  to  es- 
tablish Public  Schools,"  and  ably  advocated  at  the  January 
session,  1828,  by  Messrs.  Waterman,  Tillinghast,  Dixon,  of 
Westerly,  and  Potter,  of  South  Kingstown.  After  a  pro- 
tracted discussion,  the  bill  passed  the  house  by  a  vote  of 
fifty-seven  in  the  affirmative  and  two  in  the  negative.  It 
passed  the  Senate,  with  a  few  amendments,  without  a  dissent- 
ing voice.  The  amendments  were  concurred  in  by  the  House, 
and  the  foundation  was  thus  a  second  time  laid  for  a  Public 
School  System  in  Rhode  Island. 

The  law  underwent  various  changes  and  modifications  until 
1844,  when  the  "Agent  of  Public  Schools"  was  directed  to 
prepare  the  draft  of  a  school  law,  in  which  the  various  public 
and  special  acts  on  the  subject  should  be  consolidated,  and 


ERODE    ISLAND    INSTITUTE    OF   INSTRUCTION.  17 

such  additional  provisions  engrafted  as  should  be  thought 
necessary  or  desirable.  This  was  done  by  Mr.  Barnard  with 
great  completeness. 

To  this  Act,  the  late  Hon.  Wilkins  Updike,  then  a  member 
of  the  House  of  Representatives,  gave  an  earnest  and  pow- 
erful support.  In  a  highly  effective  speech,  setting  forth 
"the  wide-spread  disaffection  with  the  schools  as  they  are,"1 
and  ''the  inefficient  manner  in  which  the  system  i»  adminis- 
tered," the  dilapidated  condition  of  school  houses,  the  need 
of  better  qualified  teachers,  and  the  duty  of  the  State  and  of 
the  towns  to  do  more  than  had  been  done  for  the  support  of 
schools,  he  added  :  "  We  must  elect  capable  men  to  the  office 
of  school  committees,  and  men  of  education  and  wealth 
must  consent  to  act  as  committees.  These  committees  must 
see  that  none  but  moral  and  qualified  teacher*  are  employed, 
and  that  our  young  men  and  young  women  may  qualify  them- 
selves to  be  teachers,  let  us  contribute  of  our  means  as  indi- 
viduals to  establish  and  maintain  model  schools  and  Normal 
schools.  Let  us  have  our  RHODE  ISLAND  INSTITUTE  OF  IN- 
STRUCTION, which  shall  meet  in  different  parts  of  the  State, 
where  teachers  and  the  friends  of  education  may  come 
together  and  discuss  the  great  subject  which  concerns  the 
improvement  of  the  public  schools.  Let  us  go  round  into  dis- 
tricts and  point  out  to  parents  and  to  our  fellow-citizens  gen- 
erally, existing  defects,  and  all  desirable  and  practical  reme- 
dies, in  the  management  and  government  of  these  schools." 

"  But  let  us  start  right.  Let  us  have  an  organization  to  lx>gin 
with,  so  that  our  efforts  will  not  be  thrown  away,  and  our 
money  squandered  as  now.  Let  us  have  a  law  by  which 
good  schools  can  be  established  if  we  can  convince  the  peo- 
ple that  it  is  their  interest  to  establish  them.  Let  us  have  a 
law  by  which  none  but  qualified  teachers  shall  be  employed. 
Let  us  have  a  law  by  which  the  enormous  evil 
and  expense  arising  out  of  a  constant  change  of  school  books 
shall  be  remedied  :  and  all  new  school  houses  erected  after 

judicious  plans  and  directions Let  us  have  uu 

3 


18  HISTORY     OF    THE 

officer  whose  intelligence,  experience,  and  constant  oversight 
shall  give  efficiency  and  uniformity  to  the  administration  of 
the  system — who  shall  .go  round  among  the  schools,  hold 
meetings  of  teachers,  parents  and  the  friends  of  education, 
break  up  the  apathy  which  prevails  in  some  parts  of  the  State, 
enlighten  the  ignorant,  and  direct  the  eflbrts  of  nil  to  one 
great  and  glorious  end,  the  training  of  all  the  children,  the 
rich  and  the  poor,  in  all  sound  and  worthy  practice.  Let  us 
have  a  State  pride  on  this  subject.  Let  us  aim  to  be,  what  I 
am  sure  we  can  become,  from  our  compact  population,  and 
the  comparative  wealth  of  all  our  people,  the  educated  and 

educating  State  of  this  Union Let  the  census 

of  the  United  States,  and  above  all,  let  pence  in  our  own 
borders,  the  security  of  property,  the  dignity  and  value  of 
labor,  the  cheerfulness  and  happiness  of  every  fireside  and 
workshop  in  the  State,  proclaim,  that  there  is  not  a  child  of 
suitable  age,  who  is  not  at  school,  or  an  inhabitant  of  the 
State  who  cannot  read  or  write,  or  who  has  not  access  to  a 
well-selected  library  of  good  books." 

State  Commissioner. 

The  Act  thus  advocated,  was  passed  at  the  June  session 
of  the  General  Assembly,  1844,  to  take  effect  in  July,  1845. 
By  this  Act,  the  office  of  Commissioner  of  Public  Schools 
was  established,  and  with  extended  powers  took  the  place  of 
the  State  agency. 

Mr.  Barnard  had  not  been  long  engaged  in  a  survey  of  the 
State  by  which  he  was  made  familiar  with  the  local  hindrances 
to  the  progress  of  his  work,  before  he  became  sensible  of  the 
need  of  an  organization,  embracing  alike  practical  educators 
and  the  friends  of  ediuation,  through  which  the  people  could 
be  more  frequently  reached  than  it  would  be  possible  for  him 
alone  to  do,  and  which  at  the  same  time  by  its  moral  support 
would  impart  increased  efficiency  to  his  own  endeavors.  Out 
of  this  need  came  the  RHODE  ISLAND  INSTITUTE  OF  INSTRUC- 
TION, whose  history,  in  these  pages,  is  briefly  recorded. 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION.  19 


Formation  of  the  Institute. 

In  the  lutter  part  of  the  year  1844,  at  the  suggestion  of 
Mr.  Barnard,  Mr.  Amos  Perry,  then  Principal  of  the  Sum- 
mer Street  Grammar  School,  in  Providence,  made  arrange- 
ments for  a  meeting  of  teachers  and  the  friends  of  education 
to  be  held  in  the  City  Council  chamber,  to  consider  the  sub- 
ject of  organizing  an  association,  whose  object  should  be  to 
awaken  among  the  people  a  broader  and  deeper  interest  in 
public  schools,  and  at  the  same  time  lend  its  support  to  Mr. 
Barnard  in  his  work  as  State  Commissioner.  The  meeting 
was  held  according  to  previous  notice,  at  which  Nathan 
Bishop,  Esq.,  Superintendent  of  Public  Schools  in  Provi- 
dence, presided.  Twenty-five  or  thirty  teachers,  most  of 
them  engaged  in  the  public  schools,  and  a  few  other  persons 
were  present.  Mr.  Barnard  being  unable  to  attend  in  conse- 
quence of  severe  indisposition,  Mr.  Perry  explained  the 
object  of  the  meeting,  stating,  in  substance,  Mr.  Barnard's 
views  and  wishes.  After  a  free  interchange  of  opinions,  during 
which  several  gentlemen  manifested  a  want  of  faith  in  asso- 
ciate action,  a  committee  was  appointed  to  consider  the  ex- 
pediency of  forming  a  State  Educational  Association,  and  to 
take  such  measures  for  that  object  as  they  should  deem  expe- 
dient. This  committee  consisted  of  John  Kingsbury,  Nathan 
Bishop,  Amos  Perry,  Henry  Day,  and  John  J.  Stimson. 

The  representative  character  of  the  committee  will  be 
noted.  All  of  them  were  identified  with  the  cause  of  educa- 
tion. One  member  was  at  the  head  of  a  private  school  ;  one 
Superintendent  of  the  Public  Schools;  one  at  the  head  of  a 
Grammar  school  ;  one  the  senior  teacher  in  the  High  school, 
and  one  an  influential  member  of  the  School  Committee.  The 
several  meetings  of  this  committee  were  held  in  the  office  of 
the  Superintendent  of  Public  Schools.  After  deliberately 
considering  the  question,  shall  we  have  an  Association?  it 


20  HISTORY  OP    THE 

was  agreed  that  the  enterprise  should  go  forward,  and  the 
foundation  of  the  Institute  was  laid.  "Thenceforward, "says 
one  actively  engaged  in  the  preliminary  movement,  "  there 
was  no  discussion  about  the  importance  of  combined  or  asso- 
ciate action.  It  became  a  necessity.  Obstacles  and  obstruc- 
tions of  whatever  nature  gradually  disappeared.  The  officers 
were  selected,  after  a  careful  canvass,  with  a  view  to  their 
qualifications  and  usefulness.  Friends  whom  we  had  never 
known  came  forward  and  lent  a  helping  hand.  After  a  year 
or  two  instead  of  witnessing  the  decline  and  death  that  had 
been  foretold,  we  had  from  the  same  lips  a  more  hopeful  pre- 
diction. This  time  the  INSTITUTE  was  to  live  and  prosper  a 
hundred  years.  This  sentiment  uttered  in  a  strain  of  elo- 
quence iu  the  First  Baptist  meeting-house  was  received  with 
applause  by  attentive  listeners,  and  influences  were  thrown 
in  favor  of  such  broad  and  manly  action  as  tends  to  such  a 
result. 

"  The  Association  adopted  the  name  of  the  eldest  educa- 
tional association  of  the  country,  with  a  view  of  indicating, 
on  a  restricted  scale,  its  general  policy  and  mode  of  action. 
The  two  associations  were  alike  in  their  general  outlines, 
though  different  in  their  sphere  of  action.  One  belonged  to 
New  England,  or  the  nation,  and  the  other  to  the  little  State 
of  Khode  Island.  While  teachers  naturally  took  a  leading 
part  in  the  deliberations  of  the  Institute,  all  friends  of  educa- 
tion without  regard  to  profession  or  calling,  were  invited  to 
co-operate  for  the  common  cause  and  to  share  the  honors  and 
responsibilities  of  membership,  Exclusiveness  and  clanish- 
ness  were  foreign  to  its  spirit  and  object.  A  free  and  cordial 
intercourse  between  different  classes  and  professions  was  in- 
vited and  encouraged,  with  a  view  to  breaking  down  partition 
walls  and  introducing  life  and  light  to  the  dark  chambers  of 
the  mind.  It  was  remarked  by  Mr.  Barnard  when  the  plan 
of  organization  was  under  consideration,  that  education  is 
many-sided  and  is  best  promoted  by  a  combination  of  influ- 
ences from  various  sources."  * 

*  Letter  A-om  lion.  Amos  Perry  to  the  author- 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION.  21 

To  the  foregoing1  account  !i  few  particulars  may  be  added. 
The  adjourned  meeting  referred  to  was  held  in  the  State 
House  in  Providence,  January  21,  1845,  when  the  committee 
to  whom  the  whole  subject  had  been  committed,  made  a  re- 
port which  is  here  present  d,  as  expressing  tho  feelings  and 
convictions  of  those  earliest  in  the  movement: 

"  Whatever  doubt  may  exist  in  regard  to  tho  influences  of  popular  edu- 
cation, in  other  countries,  there  can  be  none  in  regard  to  the  United 
States.  Here,  it  may  be  assumed  as  an  axiom,  that  tho  people,  the  whole, 
people  should  be  educated.  Our  institutions,  civil,  political,  and  religious, 
all  imperatively  demand  it.  How  shall  this  be  done?  is  the  only  question 
that  admits  of  discussion.  To  ibis  question  only  one  rational  answer  can 
be  given — chiefly  by  public  or  common  schools. 

"  Whatever  influence  may  be  exerted  by  the  press,  by  the  college,  and 
high  schools,  in  advancing  education, — and  we  have  no  doubt  but  that 
influence  is  great  and  indispensable;  it  is  not  for  a  moment  to  be  sup- 
posed that  these  means  are  sufficient  to  educate  a  whole  people.  History 
does  not  present  a  solitary  example  of  a  country  or  province,  where  edu- 
cation has  been  universal,  without  some  instrumentality  analogous  to 
common  schools. 

•' Literature  and  science  may  flourish  where  only  the  wealthy  few  are 
highly  educated.  It  is  possible  that  the.  few.  by  monopolizing  the  emolu- 
ments and  privileges  which  superior  knowledge  confers,  may,  while  the 
many  are  toiling  in  agriculture  or  mechanic  arts,  rise  to  higher  attain- 
ments, :md  cause  science  and  literature  to  take  deeper  root  and  to  bring 
forth  mature  fruits.  Though  such  fruits  mig'it  hi  ing  blessings  with  them, 
the  genius  of  our  institutions  requires  rather  the  diffusion  than  the  accu- 
mulation of  knowledge.  It  was  the  boast  of  Henry  IV  ,  of  France,  that 
he  would  'take  care  that  every  peasant  should  be  in  such  a  condition  as 
to  hav'i  a  fowl  in  his  pot.1  It  should  be  the  care  of  our  country  that  every 
child  should  be  educated. 

"  Our  forefathers  laid  us  under  deep  obligation,  therefore,  when  they 
consecrated  the  common  school  to  the  education  of  the  people.  Ought 
we  not  deeply  to  regret  that  within  our  own  State,  that  mission  has  not 
been  fully  accomplished.  There;  are  those  among  us  who  cannot  read  or 
write.  Never  should  the  friends  of  education  rest  till  this  stain  is  wiped 
from  the  escutcheon  of  the  State  Though  we  hail  with  delight  the  deep 
interest  now  beginning  to  be  awakened  in  different  parts  of  the  State, 
still  it  is  an  important  question,  what  further  can  be  done  to  give  our 
public  school  system  an  impulse  so  vigorous,  as  to  send  its  fullest  blessings 
to  the  most  secluded  district. 

Light  must  be  diffused  in  regard  to  the  subject  Parents  nui^t  be  roused 
from  :ip;ithy  by  having  tho  evils  of  ignorance  and  UK;  blessings  of  knowl- 
edge placed  before  them;  the  connection  between  crime  and  ignorance 


22  HISTORY   OF   THE 

must  be  shown ;  it  must  be  demonstrated  that  knowledge  not  only  leads  to 
higher  elevation  of  character  here,  and  better  hopes  of  a  future  life,  but 
it  must  be  proved  that  an  intelligent,  educated  man  will  earn  more 
money  than  an  ignorant  one;  the  incompetency  of  teachers  must  be  ex- 
posed, and  public  sentiment  must  be  made  to  demand  better;  in  short, 
we  should  all  be  brought  to  the  full  conviction  that  good  public  schools 
are  a  powerful  safeguard  of  our  country.  In  view  of  these  and  similar 
considerations,  we  deem  it  expedient  to  form,  at  the  present  time,  a  State 
Association  for  the  promotion  of  public  school  education." 

This  report,  after  being  discussed,  was  referred  to  a  com- 
mittee of  which  Mr.  Barnard  was  chairman,  with  instructions 
to  present  a  constitution  at  an  adjourned  meeting.  This 
meeting  at  which  Hon.  Wilkius  Updike,  of  South  Kingstown, 
presided,  was  held  in  Westminster  Hall  on  the  evening  of 
January  25,  1845,  when  the  constitution,  prepared  by  Mr. 
Barnard,  was  reported  and  adopted.  At  an  adjourned  meet- 
ing held  in  the  Vestry  of  the  First  Baptist  Church,  on  the 
..28th  of  January,  the  organization  ot  the  INSTITUTE  was  com- 
pleted by  the  choice  of  the  following  officers  : 

•  President,  JOHN  KINGSBURY,  Providence. 

Vice  Presidents,        -  -     WILKINS  UPDIKE,  South  Kingstown. 

AHIEL  BALLOU,  Woonsocket. 

Corresponding  Secretary,     -  -     NATHAN  BISHOP,  Providence. 

Recording  Secretary,      -  JOSHUA  D.  GIDDINGS,  Providence. 

Treasurer,    -  -     THOS.  C.  HARTSHORN,  Providence. 

Directors,  WILLIAM  GAMMELL,  Providence, 

AMOS  PERKY,  Providence, 
CALEB  FAHNUM,  Providence, 
JOSEPH  T.  SISSON,  North  Pro\  idence, 
J.  T.  HARKNKSS,  Smithfield, 
J.  B.  TALLMAN,  Cumberland, 
L.  W.  BALLOU,  Cumberland, 
J.  S.  TOURTELLOTT,  Glocestcr. 
SAMUEL  GREENE,  Smithfield. 

During  the  tirst  year  of  the  Institute,  spirited  meetings 
under  its  auspices  were  held  in  Providence,  Newport,  Bristol, 
Warren,  Woonsocket,  East  Greenwich,  Valley  Falls,  Che- 
patchet,  Olne.yville,  Scituate,  Fruit  Hill,  Pawtuxet,  Foster, 


EHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  23 

and    Kingston.        At  these    meetings    the    following  topics 
were  discussed  : 

"  How  parents  can  cooperate  with  teachers.1' 

"The  value  of  a  sound  public  opinion  on  the  subject  of  education." 

'•  That  the  whole  community,  and  not  a  part,  should  be  educated." 

"Methods  of  disciplining  and  managing  schools." 

"The  necessity  of  a  graduation  of  schools." 

"Methods  of  securing  good  teachers." 

"Public  schools  the  only  available  method  of  educating  the  entire  com- 
munity.1' 

"  Importance  of  educating  the  young  morally  as  well  as  intellectually.1' 

"Methods  of  teaching  reading." 

"  Methods  of  teaching  spelling." 

"  Music  as  a  branch  of  education  in  schools." 

"  That  a  State,  in  order  to  make  the  most  of  its  resources,  must  know 
how  to  use  them." 

"  That  a  State  will  increase  in  wealth  in  proportion  to  the  intelligence 
of  its  population." 

The  programme  of  the  Teachers'  Institute  held  in  1847,. 
under  the  general  supervision  of  the  State  Commissioner,  in- 
dicates the  practical  character  of  those  meetings,  and  is  a  fair 
sample  of  the  work  engaged  in  during  the  earlier  years  of 
struggle  fur  a  higher  educational  life.  It  is  as  follows  : 

"1.  A  review  of  the  studies  usually  taught  in  the  public  schools  of  this 
State,  with  exemplifications  of  the  best  method  of  instruction  in  each 
branch,  and  with  special  attention  to  such  difficulties  as  any  member  of 
the  Institute  may  have  encountered  in  teaching  the  same. 

''2.  Familiar  lectures  and  discussions  among  the  members,  on  the  or- 
ganization of  schools,  the  classification  of  pupils,  and  the  theory  and  prac- 
tice of  teaching. 

"  Public  lectures  and  discussions  in  the  evening,  on  topics  calculated 
to  interest,  parents  and  the  community  generally,  in  the  subject  of  educa- 
tion, and  the  organization,  administration,  and  improvement  of  schools." 

Every  teacher  was  requested  to  communicate  a  list  of  such 
topics  as  he  wished  to  have  considered  at  the  session  of  the 
Institute  which  he  proposed  to  attend, —  to  be  provided  with 


24  HISTORY    OF   THE 

a  Bible  or  Testament,  a  slate  and  pencil,  with  pen  and  iiik  or 
lead  pencil,  and  a  blank  or  common-place  book  in  which  to 
enter  notes,  and  also  with  the  reading  book  used  by  the  first 
class  in  the  town  where  he  taught,  or  proposed  to  teach.  By 
this  method  the  meetings  of  the  Institute  became,  in  large 
degree,  mutual  improvement  seasons. 

The  topics  presented  and  discussed  brought  out  the  best 
thoughts  of  practical  teachers.  Their  mutual  experiences  in 
the  school  district  and  in  the  school-room,  related  in  a  free  and 
unstudied  conversation,  became  a  valuable  treasure  to  each  : 
and  as  they  returned  to  their  daily  duties,  they  felt  that  they 
had  not  only  been  refreshed  by  the  social  enjoyments  of  these 
occasions,  but  had  found  new  helps  to  future  success  in  their 
vocation. 

At  the  first  annual  meeting,  held  in  Providence,  Jar.uary 
15,  184G,  the  President,  in  a  brief  review  of  the  year,  said: 

"Through  this  Association,  and  county  societies  of  :i  similar  nature, 
avast  amount  of  voluntary  labor,  in  this  cause,  has  been  performed; 
and,  apparently,  a  very  deep  public  interest  has  been  created.  Ky  these 
means,  united  with  legislative  action,  a  train  of  measures  has  been  put 
in  motion  which  already  indicate  a  great  improvement  in  the  public 
mind — a  train,  which,  if  not  prematurely  interrupted,  will  ultimately, 
and  at  no  'distant  period,  raise  the  public  schools  of  this  State  to  the 
highest  rank  among  the  means  of  popular  education.  It  is  n»t  too  much 
to  say,  that  probably  no  State  in  the  Union  has  made  greater  progress  in 

the  same  space  of  time .1   venture  to  predict  that  if  the 

friends  of  education,  as  they  have  hitherto  done,  shun  all  partisan  and 
sectarian  alliances,  those  who  choose  to  throw  themselves  as  impedi- 
ments in  the  way  of  this  cause,  Avill  wage  a  war  which  will  recoil  upon 
their  own  heads.  Let  us.  then,  go  forward  with  steady  courage  and  cheer- 
ful hearts.  Let  us  manifest  activity,  decision  and  erergy;  but  let  them 
all  be  guided  by  that  wisdom  which  selects  the  best  means  for  the  attain- 
ment of  given  ends.1' 

The  second  annual  meeting,  held  at  the  State  House  in 
Providence,  January  7th,  1<S47,  was  numerously  attended  l>y 
the  friends  of  education  from  all  parts  of  the  State.  It  was 
a  goodly  company  of  large  hearted  and  disinterested  workers. 
President  Kingsbury  was  in  the  chair  to  congratulate  the 


RHODE    ISLAND  INSTITUTE  OF  INSTRUCTION.  25 

Association  on  the  success  that  had  thus  far  attended  the 
educational  enterprise  in  the  State,  and  to  urge  "continued 
action  and  zeal  by  which  the  noble-  objects  in  view  might  be 
achieved."  Dr.  Wayland  was  there  to  advocate  the  establish- 
ing of  district  school  libraries  throughout  the  State,  as  was 
Commissioner  Barnard  to  designate  the  amount  of  money 
necessary  to  procure  them,  and  to  suggest  the  manner  of 
raising  it.  William  S.  Baker,  the  devoted  agent  of  the  IN- 
STITUTE and  helpful  coadjutor  of  the  State  Commissioner, 
was  there,  to  tell  of  the  old  school  houses  that  had  been  reno- 
vated, the  new  school  houses  that  had  been  erected,  the  spirit 
of  inquiry  that  had  been  awakened,  and  the  active  movements 
every  where  visible  in  the  State.  Rev.  Mr. Vail,  of  Westerly, 
Judge  Whipple,  of  Coventry,  Dr.  Ballon,  of  Cumberland, 
and  Mr.  George  Manchester,  of  Portsmouth,  were  there,  to 
testify  to  the  happy  results  of -the  educational  movement  in 
their  respective  towns.  Hon.  William  Hunter,  of  Newport, 
was  there,  to  relate  school  reminiscences  of  his  early  days, 
and  to  draw  a  favorable  contrast  between  171)7  and  1847; 
and  Superintendent  Bishop  was  there,  to  show  how  much  the 
enlightened  efforts  of  Rhode  Island  were  appreciated  abroad. 

Mr.  Amos  Perry,  in  behalf  of  the  Executive  Committee, 
presented  an  able  report,  comprising  a  rexnm>';  of  the  work  of 
the  year.  It  exhibited  practical  views  of  Teachers' Institutes 
and  ol  the  importance  of  a  Normal  School.  It  took  elevated 
ground  touching  teaching  as  a  profession.  It  affirmed  that 
"the  best  talents  of  the  community  should  be  enlisted  in  the 
profession  of  the  teacher,  and  with  them  should  be  associated 
those  accomplishments  and  attractions  which  give  power  and 
influence  over  mind  and  character."  It  closed  with  an  earnest 
invitation  to  "the  citizens  of  the  State  to  continue  toco-ope- 
rate in  promoting  the  prosperity  of  that  cause  which  under- 
lies all  the  great  interests  of  the  State,  and  is  the  foundation 
and  pillar  upon  which  rests  the  broad  fabric  of  our  republican 
institutions — the  intelligence  and  virtue  of  the  people." 

A  memorial  to  the  legislature  was  reported  and  adopted, 
4 


26  HISTOKY    OF   THE 

asking  an  appropriation  for  the  purchase  of  volumes  of  the 
"  Journal  of  the  Ithode  Inland  Institute  of  Instruction ,"  to  be 
placed  in  the  several  districts  of  the  State. 

The  third  annual  meeting  of  the  Institute,  held  in  the  same 
place  on  the  evening  of  January  24th,  1848,  was  a  session  of 
no  less  interest  and  profit,  though  more  thinly  attended  on 
account  of  strong  attractions  elsewhere.  A  valuable  and 
suggestive  report  was  made  in  behalf  of  the  Executive  Com- 
mittee, by  Mr.  Caleb  Farnum,  and  earnest  addresses  were 
made  by  Messrs.  William  Gammell,  Joseph  T.  Sisson,  Henry 
Barnard,  Nathan  Bishop  and  Wilkins  Updike.  A  communi- 
cation from  Rev.  Mr.  Vail,  of  Westerly,  was  also  read, 
giving  "a  cheering  account  of  the  cause  of  education  in  his 
vicinity."  One  thousand  dollars  had  been  recently  raised  in 
that  town  for  the  establishment  of  a  Library. 

"Mr.  Updike  illustrated  the  progress  of  education  in  this  State.  He 
could  speak  from  an  extensive  observation.  He  knew  the  'District 
School  as  if  was,'"1  in  Rhode  Island.  He  had  known  some  of  its  teachers, 
men  who  were  employed  without  the  slightest  regard  to  their  qualifica- 
tions as  educators.  He  had  known  those  employed  in  the  sacred  office 
of  teacher  for  the  very  reason  that  they  were  unfit  for  anything  else. 
They  were  too  stupid,  shiftless,  and  feeble  in  body  and  mind  to  earn  their 
bread  in  the  ordinary  way,  and  hence  were  employed  to  teach  school. 
He  had  known  a  man,  an  instructor  of  youth,  whose  word  upon  oath  was 
not  to  be  respected  in  one  of  our  civil  courts.  Such  teachers,  he  rejoiced 
to  say,  could  not  now  be  found  in  our  schools.  A  different  policy  pre- 
vails. Teaching  is  now  regarded  as  a  profession,  second  to  none  in  im- 
portance. Those  who  enter  it  have  to  undergo  a  rigid  examination. 
They  must  have  a  good  knowledge  nf  the  branches  in  which  they  are  to 
instruct.  They  must  possess  a  good  moral  character.  Tiiey  must  adopt 
improved  methods  of  instruction  and  discipline.  They  must  devote  their 
time  and  their  efforts  to  their  schools.  The  people  of  Rhode  Island  no 
longer  seek  the  cheapest,  but  the  best  men,  to  train  and  instruct  their 
children." 

An  adjourned  meeting  of  the  Institute  was  held  in  West- 
minster Hall,  Providence, the  week  following,  (January  25th,) 
which  was  addressed  at  length  by  Mr.  Barnard,  who  gave  a 
detailed  statement  of  the  efforts  that  had  been  put  forth  during 
the  previous  four  years  for  the  improvement  of  the  public 


EIIODE    ISLAND    INSTITUTE    OF    INSTUUCTION.  27 

schools.  New  schools  had  been  established,  new  school 
houses  erected,*  and  the  average  amount  of  school  attend- 
ance greatly  increased. 

In  concluding  his  remarks,  Mr.  Barnard  said  : 

"  But  lot  no  Rhode  Islander  forget  the  immense  fund  of  talent  winch 
has  slumbered  in  unconsciousness,  or  been  only  half  developed,  in  the 
country  towns  of  this  State  by  reason  of  the  defective  provision  for  general 
education.  Let  the  past  four  years  be  the  first  years  of  anew  era — an 
era  in  which  education,  universal  education,  the  complete  and  thorough 
education  of  every  child  born  or  living  in  the  State,  shall  be  realized. 
Let  the  problem  be  solved — how  much  waste  by  vice  and  crime  can  be 
prevented,  how  much  the;  productive  power  of  the  State  can  be  augmented, 
how  far  happy  homes  can  be  multiplied,  by  the  right  cultivation  of  the 
moral  nature,  and  the  proportionate  development  of  the  intellectual  fac- 
ulties of  every  child;  — how  much  more,  and  how  much  better,  the  hand 
can  work  when  directed  by  an  intelligent  mind;  how  inventions  for 
abridging  labor  can  be  multiplied  by  cultivated  and  active  thought;  in 
fine,  how  a  State  of  one  hundred  and  fifty  thousand  people  can  be  made 
equal  to  a  State  of  ten  times  that  number;  can  be  made  truly  an  empire 
State,  ruling  by  the  supremacy  of  mind  and  moral  sentiments.  All  this 
can  be  accomplished  by  filling  the  State  with  educated  mothers,  well 
qualified  teachers,  and  good  books,  and  bringing  there  mighty  agencies  to 
bear  directly  and  under  the  most  favorable  circumstances  upon  every 
child  and  every  adult Educate  well,  if  you  can  educate  only 

*ln  his  Kcport  for  1S-1S,  Mr.  Barnard  said:  "To  Mr.  Thomas  A.  Tefft,  of  Provi- 
dence, much  credit  i's  due  for  the  taste  he  has  displayed  in  the  designs  .furnished 
by  him,  and  for  the  elevations  which  he  drew  for  plans  furnished  or  suggested  by 
the  Commissioner.  He  should  not,  however,  be  held  responsible  for  the  altera- 
tions made  in  his  plans  by  the  committees  and  carpenters  having  charge  of  the 
erections  of  the  buildings  after  plans  furnished  by  him." 

School  houses,  after  Mr.  Tctft's  designs,  were  erected  in  Westerly,  Allendale. 
Barring! 011,  Warren,  Centreville  and  Providence.  The  hitter  is  the  house  built 
on  Benefit  street  for  the  Young  Ladies'  School,  for  many  years  kept  b5-  Hon.  John 
Kingsbuiy,  and  now  under  the  charge  of  Kev.  .).  C.  Stockbridge,  1).  1).  Mr.  Tefft 
was  a  native  of  Kiehmond,  and  commenced  his  career  as  a  school  teacher  at  the 
early  age  of  17  years.  He  came  to  Providence  and  studied  architecture  with  Tnll- 
man  &  Buekliii.  He  entered  Brown  University  and  graduated  with  the  Degree  of 
B.  P.  He  subsequently  visited  Europe,  and  acquainted  himself  with  the  various 
slyles  of  architecture  in  Kngland,  Scotland,  France,  Lombanly,  Italy  and  Russia. 
While  abroad,  lie  perfected  a  system  of  Universal  Currency,  which  in  its  main 
features  was  adopted,  though  without  acknowledgment,  by  a  conference1  repre- 
senting nineteen  nal  ions,  held  at  Paris  in  1H>7.  Mr.  T<  fl't  died  at  Florence,  De- 
cember 1-2,  1SJ59,  after  a  short  illness,  in  the  3-lth  year  of  his  age. 


28  HISTORY     OF    THE 

one  sex,  the  female  children,  so  that  every  home  shall  have  an  educated 
mother.  Bring  the  mighty  stimulus  of  the  living  voice  and  well  matured 
thought  on  great  moral,  scientific,  literary  and  practical  topics,  to  bear 
on  the  whole  community  so  far  as  it  can  be  gathered  together  to  listen  to 
popular  lectures.  Introduce  into  every  town  and  every  family  the  great 
and  the  good  of  all  past  timo,  of  this  and  other  countries  by  means  of 
public  libraries  of  well  selected  books.  And  above  all,  provide  for  the 
professional  training,  the  permanent  employment,  and  reasonable  com- 
pensation of  teachers, — and  especially  of  female  teachers,  for  upon  their 
agency  in  popular  education  must  we  rely  for  a  higher  style  of  manners, 
morals  and  intellectual  culture." 


Sentiments  like  these  can  never  become  obsolete. 

The  meeting  was  also  addressed  by  Messrs.  William  Gam- 
mell,  Osgood  and  Bishop. 

In  1856,  Mr.  Kingsbury  declined  re-election  as  President 
of  the  Institute,  an  office  he  had  held  eleven  years  with  great 
acceptance.  These  were  years  of  vast  importance  in  the  his- 
tory of  the  Institute.  It  was  the  formative  period  in  the 
new  educational  dispensation,  and  its  industry  in  molding 
chaotic  elements  into  seemly  form  was  well  rewarded.  Old 
errors  were  brought  to  light  and  exploded,  new  methods 
were  brought  forward  and  established,  and  a  broad,  solid 
foundation  was  laid,  upon  which  to  build  a  system  such  as 
the  progress  of  the  age  and  the  needs  of  the  State  demanded. 
Mr.  Kingsbury's  mature  experience  as  the  Principal  of  a 
flourishing  School  for  Young  Ladies,  his  extensive  acquaint- 
ance with  the  leading  educators  of  the  time,  whose  assistance 
as  lecturers  he  was  able  to  command,  his  thoiough  under- 
standing of  the  philosophy  of  education,  together  with  the 
confidence  reposed  in  his  sound  judgment,  eminently  quali- 
fied him  to  give  effective  direction  to  the  operations  of  the 
Institute,  and  his  labors  to  that  end  were  untiring.  To  his 
forecast  and  active  interest  the  Association  is  indebted  for  a 
fund  from  the  income  of  which  a  portion  of  its  annual  ex- 
penses is  defrayed. 

On  retiring  from  a  position  that  had  been  marked  by  great 
industry  and  success,  the  appreciation  of  Mr.  Kingsbury's 


RHODE     ISLAND   INSTITUTE    OF    INSTRUCTION  29 

services  by  the  Institute  was  expressed  in  the  following  reso- 
lution, unanimously  adopted: 

"  Resolved,  That  the  thanks  of  this  Institute  are  hereby  given  to  Mr. 
John  Kingsbury  for  his  long,  very  able  and  very  faithful  services  as  its 
first  President,  and  that  we  heartily  congratulate  him  on  the  success  of 
his  efforts  in  behalf  of  our  Association,  and  in  the  great  cause  of  educa- 
tion, to  which  the  earnest  labors  of  his  life  have  been  so  efficiently  de- 
voted." 


Professor  Samuel  S.  Greene,  pi'  Brown  University,  was 
elected  to  till  the  office  vacated  by  Mr.  Kingsbury,  and  held 
it  four  years.  During  this  time  he  brought  many  valuable 

*/  O  O  «/ 

influences  to  the  support  of  the  Institute.  He  labored  earn- 
estly to  establish  the  Normal  School  on  a  solid  foundation, 
and  to  elevate  the  standard  of  education,  by  lectures,  addresses, 
and  the  stimulus  of  personal  communication  with  individuals 
interested  in  the  cause.  In  this  work  he  was  vigorously 
assisted  by  Mr.  Dana  P.  Colbourn,  whose  sudden  death  by 
casualty  in  1855,  awakened  sadness  throughout  Khode  Island, 
where  he  was  well  known  and  highly  esteemed,  as  it  did  in 
the  wide  circle  of  friends  in  other  States.  Professor  Greene 
retired  from  the  presidency  of  the  Institute  in  I860.  The 
successive  incumbents  to  January,  1874,  have  been  John  J. 
Ladd,  William  A.  Mowry,  Thomas  W.  Bicknell,  Noble  W. 
DeMunn,  James  T.  Edwards,  Albert  J.  Manchester,  and 
Merrick  Lyon.*  The  distinguishing  features  of  these  respective 
administrations  will  be  seen  in  the  synopsis  of  meetings  given 
in  subsequent  pages.  Under  each  president  the  Institute  has 
continued  to  prosper.  Its  value  as  an  educational  agent  was 
never  more  highly  estimated  than  at  present. 

The  educational  condition  of  the  State  in  1844,  as  relates 
to  school  houses,  length  of  school  terms,  attendance,  etc.,  is 
fairly  exhibited  by  the  following  statements  derived  from  offi- 
cial sources : 

*  Mr.  Isuuc  F.  Cady,  an  experienced  educator,  succeeded  Mr.  Lyon  as  President, 
January,  1S74. 


30  ^  HISTORY   OF   THE 

"As  the  schools  were  then  organized,  four  hundred  .ind  five  school 
houses  were  required,  whereas  but  three  hundred  and  twelve  were  pro- 
vided. Of  these  twenty-nine  were  owned  by  towns  in  their  corporate 
capacity;  one  hundred  and  forty-seven  by  proprietors;  and  one  hundred 
and  forty-five  by  school  districts.  Of  two  hundred  and  eighty  houses 
from  which  full  returns  were  received,  including  those  in  Provide/ice, 
twenty-five  wei-e  in  very  good  repair;  sixty-two  were  in  ordinary  repair; 
and  eighty-six  were  pronounced  totally  unfit  for  school  purposes ;  sixty- 
five  were  located  in  the  public  highway,  and  one  hundred  and  eighty 
directly  on  the  line  of  the  road,  without  any  yard  or  outbuildings 
attached ;  and  but  twenty-one  had  a  play  ground  enclosed.  In  over  two 
hundred  school  rooms  the  average  height  was  less  than  eight  feet,  with- 
out any  opening  in  the  ceiling,  or  other  effectual  means  for  ventilation; 
the  seats  and  desks  were  calculated  for  more  than  two  pupils,  arranged 
on  two  or  three  sides  of  the  room,  and  in  most  instances,  where  the  re- 
,sult  of  actual  measurement  was  given,  the  highest  seats  were  over 
eighteen  inches  from  the  floor,  and  the  lowest,  except  in  twenty-five 
schools,  were  over  fourteen  inches  for  the  youngest  pupils,  and  these 
seats  were  unprovided  with  backs.  Two  hundred  and  seventy  schools 
were  unfurnished  with  a  clock,  blackboard,  or  thermometer,  and  only  five 
were  provided  with  a -scraper  and  mat  for  the  feet." 

These  houses  were  badly  lighted,  poorly  ventilated,  and 
imperfectly  warmed.  There  were  no  hooks  and  shelves  for 
garments  and  hats;  no  well,  .sink,  basin  and  towels  to  secure 
cleanliness;  no  places  of  retirement  for  children  of  either 
sex  ;  and  around  the  houses  no  verdure,  trees,  shrubbery  and 
flowers  for  the  eye. 

"In  some  districts  an  apartment  in  an  old  shop  or  dwelling  house  was 
fitted  up  as  a  school  room ;  and  in  eleven  towns,  the  school  houses,  such 
as  they  were,  were  owned  by  proprietors,  to  whom  in  many  instances, 
the  districts  paid  in  rent  a  larger  amount  than  would  have  been  the  inter- 
est on  the  cost  of  a  new  and  commodious  school  house." 

"The  whole  number  of  persons  over  four  and  under  sixteen  years  of 
age,  the  ordinary  but  not  exclusive  subjects  of  school  education,  in  the 
different  towns  in  the  State,  including  the  city  of  Providence,  was  about 
thirty  thousand. 

"  The  whole  number  of  persons  of  all  ages  who  attended  any  school, 
public  or  private,  any  portion  of  the  year,  was  twenty-four  thousand.  Of 
this  number,  twenty -one  thous-md  were  enrolled  as  attending  the  public 
schools,  and  three  thousand  as  receiving  instruction  at  home,  or  in  pri- 
vate schools,  of  different  grades,  at  periods  of  the  year  when  the  public 
schools  were  open.  At  other  periods  of  the  year  the  number  attending 
private  schools,  taught  by  teachers  of  public  schools,  was  much  larger. 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  31 

"Of  the  twenty-one  thousand  connected  with  the  public  schools  (luring 
the  year,  eighteen  thousand  only  wore  between  the  ages  of  four  and  six- 
teen years.  One-third  of  the  whole  number  enrolled,  attended  school  so 
irregularly,  that,  the  average  attendance  of  children  of  all  ages  in  the 
public  schools,  did  not  exceed  thirteen  thousand  five  hundred,  or  less 
than  one-half  of  all  the  children  of  a  proper  school  age.  The  number 
who  attended  school  during  the  whole  year,  allowing  for  vacations  of 
ordinary  length,  did  not  exceed  five  thousand,  including  scholars  in  pri- 
mary schools,  while  more  than  six  thousand,  on  an  average,  did  not 
aitend  a  public  school  three  months  in  the  year.  Less  than  half  the 
whole  number  of  scholars  were  girls.  Of  the  scholars  over  sixteen  years 
of  age,  the  proportion  of  boys  to  the  girls  was  as  five  to  one.  Of  the 
scholars  over  ten  years  of  age,  the  number  of  boys  were  to  the  girls  as 
four  to  one. 

"The  average  1ength  of  schools  in  twenty-seven  towns,  was  about  four 
months.  In  two  hundred  and  fifty-five  school  districts,  there  was  but  one 
session  of  less  than  four  months  in  the  year,  leaving  a  vacation  of  eight 
months.  In  one  hundred  and  sixty-six  districts  the  public  schools  were 
open  but  nine  weeks  in  the  year.  Upwards  of  six  thousand  scholars 
attended  public  school  less  than  three  months;  while  less  than  two  thou- 
sand children,  excluding  the  scholars  in  the  public  schools  of  Provi- 
dence, and  of  those  districts  where  the  public  schools  were  kept  through 
the  year,  attended  eight  months  in  the  year.  The  general  standard  of 
attainment  with  scholars  over  eight  years  old,  in  most  of  the  schools 
visited,  was  at  least  three  years  below  what  it  should  have  been,  if  the 
s:ime  scholars  had  commenced  going  to  school  when  they  were  five  years 
of  age. 

"  In  ninety-six  districts,  comprising  in  the  aggregate  three  thousand 
eight,  hundred  pupils,  less  than  one  thousand  were  present  during  the  first 
week,  and  nv.re  than  that  number  did  not  join  until  after  the  close  of  the 
third  week  of  the  term.  In  the  same  district,  four  hundred  and  sixty 
left  school  three  weeks  before  the  term  closed.  The  average  length  of 
the  school  term  in  these  districts,  was  thirteen  weeks.  But  not  only  was 
the  nominal  length  of  the  school  term  curtailed  in  this  way,  but  a  portion 
was  clipped  both  from  the  opening  and  close  of  every  day's  sessions  " 

Add  to  nil  this  the  lack  of  ;i  uniform  system  of  classifica- 
tion, the  disregard  by  pupils  of  punctuality  at  the  opening  of 
the  daily  sessions,  irregularity  in  attendance  amounting  to 
full  one-third  of  all  belonging,  the  great  variety  of  books 
used,  the  crowding  of  pupils  of  all  ages,  capacities,  and  de- 
grees of  advancement  into  one  room,  barren  of  furniture 
appropriate  to  either,  with  a  wide-spread  indifference,  if  not 
positive  hostility  to  change,  and  the  reader  will  have  a  clear 


32  HISTORY   OF   THE 

idea  of  the  condition  .and  needs  of  the  schools  of  Rhode 
Island  when  the  State  Commissioner  commenced  the  work  of 
improvement. 

In  1845,  the  Institute  appointed  Mr.  William  S.  Baker,  of 
South  Kingstown,  to  act  as  its  agent  to  carry  forward  the 
work  and  promote  the  objects  it  had  in  view.  Mr.  Baker's 
experience  as  a  teacher,  his  singleness  of  purpose,  and  his 
devotion  to  the  cause  of  popular  education,  qualified  hirn  pre- 
eminently for  the  service  assigned  him.  He  entered  heartily 
into  the  work,  and  became  an  invaluable  coadjutor  of  the 
State  Commissioner.  Under  the  direction  of  a  committee  of 
the  Institute,  he  traveled  from  town  to  town  ;  conversed  with 
the  people  in  their  homes,  in  the  field,  and  in  the  workshop ; 
visited  the  schools ;  held  meetings  of  the  parents ;  and  in 
every  other  practicable  mode  endeavored  to  awaken  an  inter- 
est in  educational  improvement.  The  services  he  rendered 
were  of  immense  advantage,  and  his  name  will  ever  be  held 
•in  honor,  as  one  identified  with  the  public  school  movement 
embraced  in  the  period  of  which  we  are  now  speaking. 

Mr.  Barnard  continued  actively  engaged  in  the  duties  of 
his  office  until  1849,  when  enfeebled  health  caused  him  to 
tender  his  resignation.  Unable  to  write  out  his  final  report 
at  the  time,  he  was  invited  by  the  legislature  to  make  an 
oral  communication  to  the  two  houses  in  joint  convention,  on 
the  condition  and  improvement  of  the,  public  schools.  This 
address,  of  two  hours  duration,  fervid  and  heartfelt  in  utter- 
ance, commanded  the  undivided  attention  of  the  audience,  and 
.the  views  and  facts  presented  made  a  deep  impression.  Both 
branches  of  the  General  Assembly  united  in  a  vote  of  thanks 
to  Mr.  Barnard  for  the  able,  faithful  and  judicious  manner  in 
•which  for  five  years  he  had  fulfilled  the  duties  of  Commis- 
sioner of  Public  Schools  in  the  State  of  Rhode' Island.  The 
teachers  of  the  State,  through  a  committee  appointed  for  the 
.purpose,  presented  him  with  a  silver  pitcher,  as  a  testimonial 
of  their  respect  and  friendship,  and  of  their  appreciation  of 
his  services  in  the  cause  of  education.*  At  the  request  of  a 

*TMs  committee  consisted  of  Robert  Allyn,  Jenks  Mowry,  Solomon  P.  Wells, 


RHODE" ISLAND    INSTITUTE    OF    INSTRUCTION.  33 

committee  of  citizens  from  different  parts  of  the  State,  Mr. 
Barnard  sat  for  his  portrait,  which  was  painted  by  Lincoln, 
of  Providence,  and  presented  to  the  "Rhode  Island  Historical 
Society. 

During  the  five  years  of  service  by  Mr.  Barnard,  more 
than  eleven  hundred  meetings  were  held,  expressly  to  discuss 
topics  connected  with  the  public  schools,  at  which  upwards 
of  fifteen  hundred  addresses  were  delivered.  One  hundred  and 
fifty  of  these  meetings  continued  through  the  day  and  even- 
ing ;  upwards  of  one  hundred  through  two  evenings  and  a  day  ; 
fifty  through  two  days  and  three  evenings ;  and  twelve, 
including  Teachers'  Institutes,  through  the  entire  week.  In 
addition  to  this  class  of  meetings  and  addresses,  upwards  of 

Fanny  J.  Burges,  Jane  FifleM,  Sylvester  Patterson,  and  George  W.  Dodge.  In  the 
letter  accompanying  this  gift  the  committee  say : 

"  Of  the  extent  of  your  labors  in  preparing  the  way  for  a  thorough  re-organiza- 
tion of  our  system  of  public  schools,  and  in  encountering  successfully  the  many 
difficulties  incident  to  the  working  of  a  new  system,  few  of  us  can  probably  be 
aware.  But  we  can  speak  from  a  personal  knowledge  of  the  value  of  the  Teachers' 
Institutes  which  have  from  time  to  time  been  held  by  your  appointment,  and  pro- 
vided (too  often,  we  fear,  at  your  expense)  with  skillful  and  experienced  instruc- 
tors, and  practical  lecturers;  and  of  the  many  books  and  pamphlets  on  educa- 
tion and  teaching,  which  you  have  scattered  broadcast  over  the  State. 

"  We  can  speak,  too,  of  what  the  teachers  of  the  State  know  from  daily  observa- 
tion,—many  of  them  from  happy  experience,— of  the  great  change,— nay,  revolu- 
tion,—which  you  have  wrought  in  our  school  architecture;  by  which  old,  dilapi- 
dated, and  unsightly  district  school  houses  have  given  way  for  the  many  new, 
attractive,  commodious  and  healthy  edifices  which  now  adorn  our  hills  and  val- 
leys. We  have  seen,  too,  and  felt  the  benefits  of  the  more  numerous  and  regular 
attendance  of  scholars,  of  the  uniformity  of  text-books,  the  more  vigilant  super- 
vision of  school  committees,  and  the  more  lively  and  intelligent  interest  and  co- 
operation of  parents  in  our  labors,  which  have  been  brought  about  mainly  by 
your  efforts. 

"  The  fruits  of  your  labors  may  also  be  seen  in  the  courses  of  popular  lectures 
which  are  now  being  held,  and  in  the  well-selected  town,  village  and  district  libra- 
ries, which  you  have  assisted  in  establishing,  and  which  are  already  scattering 
their  life-giving  influence  through  our  beloved  State.  In  the  consciousness  of 
having  been  the  main  instrumentality  in  effecting  these  changes,  for  which  the 
generations  yet  unborn  will  bless  your  memory,  you  have  your  own  best  reward. 
.  .  .  .  May  your  future  course  be  as  honorable  to  yourself,  as  the  past  has  been 
useful  to  the  children  and  youth  of  Ithodo  Island." 


34  HISTORY   OF   THE 

two  hundred  meetings  of  teachers  and  parents  were  held  for 
lectures  and  discussions  on  improved  methods  of  teaching, 
and  for  public  exhibitions  or  examinations  of  schools. 
Besides  these  various  meetings,  experienced  teachers  were 
employed  to  visit  particular  towns  and  sections  of  the  State, 
and  converse  freely  with  parents,  on  the  condition,  and  im- 
provement of  the  public  schools.  By  these  agencies  a  meet- 
ing was  held  within  three  miles  of  every  home  in  Rhode 
Island.  In  addition  to  all  this,  more  than  sixteen  thousand 
educational  pamphlets  and  tracts  were  distributed  gratuitously 
through  the  State ;  "  and  one  year  not  an  almanac  was  sold 
in  Rhode  Island  without  at  least  sixteen  pages  of  educational 
reading  attached."  This  statement  does  not  include  the  official 
documents  published  by  the  State,  nor  the  Journal  of  the 
Institute,  nor  upwards  of  twelve  hundred  bound  volumes  on 
schools  and  school  systems,  and  the  theory  mid  practice  of 
teaching,  purchased  by  teachers,  or  added  to  public  and  pri- 
vate libraries.* 

These  years  of  faithful  service  had  left  their  impress  on  the 
State.  They  had  been  years  of  progress,  and  the  sun  on  the 
dial  of  their  record  could  not  go  back.  On  retiring  from  a  field 
so  industriously  cultivated,  Mr.  Barnard  had  the  satisfaction  of 
seeing  marked  improvement  in  school  houses,  in  methods  of 
teaching,  and  in  the  tone  of  the  public  mind  touching  the 
duties  of  parents,  and  the  relation  of  intellectual  culture  to 
the  social  and  material  prosperity  of  the  State. 

It  would  be  interesting  to  trace  in  these  pages  the  progres- 
sive steps  by  which,  from  1848  the  public  schools  of  Rhode 
Island  have  advanced  to  their  present  standing  ;  but  for  all  pur- 
poses of  comparison  some  statistics  drawn  from  the  State 
Commissioner's  reports  for  1872  and  1873  will  suffice. 

In  1872  the  whole  number  of  public  summer  schools  in  the 

*  Before  Mr.  Barnard  left  the  State,  a  library  of  at  least  five  hundred  volumes 
had  been  secured  for  twenty  nine  out  of  the  thirty-two  towns.  The  first  district 
library  established  during  his  official  connection  with  the  State  was  at  Ports- 
mouth. 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  35 

State  was  687  ;  winter  schools,  727  ;  pupils  in  the  summer 
schools,  26,912;  winter  schools,  28,702.  Within  that  year 
it  is  believed  not  less  than  34,000  different  pupils  enjoyed  the 
benefit  of  public  school  instruction.  The  number  of  male 
teachers  employed  in  summer  was  93  ;  in  winter,  177  ;  fe- 
male teachers  in  summer,  616  ;  in  winter,  579.  The  amount 
expended  for  teachers  and  school  houses  was  $465,623.63, 
being  an  advance  of  $410,570.63  on  the  record  of  1844. 
Indeed,  the  city  of  Providence  expended  in  1872,  for  the 
support  of  its  schools,  $155,000,  exclusive  of  $40,000  ex- 
pended on  school  houses,  approximating  to  nearly  three  times 
the  sum  appropriated  thirty  years  ago  for  the  support  of  all 
the  public  schools  in  the  State. 

In  1873,  the  number  of  public  schools  in  the  State  was 
719.  Expenditures  for  school  purposes,  including  salaries  of 
teachers,  $602,812.28.  Number  of  male  teachers,  172;  fe- 
male, 585.  The  number  of  pupils  registered  in  the  fall 
schools,  24,905  ;  winter  schools,  28,525  ;  spring  schools, 
21,919.  Number  of  pupils  registered  for  the  entire  year, 
3.\448.  Percentage  of  attendance  in  summer  schools,  82; 
fall  schools,  81  ;  winter  schools,  79  ;  spring  schools,  82. 
Percentage  of  attendance  during  the  year,  81.  Estimated 
number  of  children  in  private  and  Catholic  schools,  8,000  ; 
instructed  at  home,  1,000  ;  instructed  at  public  and  private 
day  schools,  or,  instructed  at  home,  38,500.* 

In  1873,  Providence  expended  for  school  purposes,  $267,- 
597.25,or  $72,597.25  more  than  was  expended  in  1872.  Of 
this  sum,  $146,656.13  were  paid  for  teachers'  salaries.  The 
school  returns  for  the  same  year  show  the  average  monthly 
salary  paid  male  teachers  in  the  State  to  have  been  $75.72  ; 
the  average  salary  per  school  year,  $677.69.  The  average 
salary  of  female  teachers,  per  month,  was  $41.97  ;  the  average 
salary  per  year,  $375.63.  The  highest  salaries  were,  and 
continued  to  be,  paid  in  Providence.  These  statistics  exhibit 
a  commendable  advance  upon  former  years,  though  the  com- 

*  State  Commissioner's  Report  for  1873. 


36  HISTORY    OF   THE 

pensation  for  competent  services  is  still  less  than  it  should 
be.  The  school  year  of  Rhode  Island,  counting  the  weeks  of 
actual  teaching,  is  now  the  longest  of  any  State  in  New 
England.  That  the  influence  of  the  Institute  has  largely 
aided  in  producing  these  results,  there  can  be  no  doubt. 

On  a  preceding  page,  under  consecutive  date,  it  should 
have  been  stated  that,  in  1839,  Mr.  Nathan  Bishop,  then  a 
tutor  in  Brown  University,  was  appointed  Superintendent 
of  Public  Schools  in  Providence.  The  idea  of  this  office 
originated  with  Mr.  John  L.  Hughes  and  Mr.  Simon  Henry 
Greene,  the  former  being  a  member  of  the  school  committee, 
and  both  members  of  the  Common  Council  of  that  city.  Its 
recommendation  for  adoption  was  presented  to  the  council  in 
the  report  of  a  committee  of  which  Mr.  Hughes  was  chair- 
man, and  to  whom  the  subject  of  reorganizing  the  school" 
system  of  the  city  had  been  committed.  The  report  bears 
date  September  25,  1837,  and  is  signed  by  the  chairman, 
Stephen  T.  Olney,  Henry  Anthony,  Amherst  Everett,  Seth 
Padelford,  and  James  E.  Butts.  The  recommendation  grew 
out  of  private  conversations  between  Mr.  Hughes*  and  Mr. 
Greene,  who  heartily  co-operated  in  all  measures  for  advanc- 
ing the  interests  of  the  schools ;  and  the  advantages  derived 
from  incorporating  this  office  into  the  reyised  system  of  edu- 
cation became  at  an  early  day  so  obvious,  that  the  example  was 
soon  followed  by  Boston,  and  in  successive  years  by  the  cities 
of  other  States  in  the  Union.  In  Rhode  Island  every  town 
is  now,  under  authority  of  statute  law,  provided  with  a  school 
superintendent.  "The  practical  value  of  this  important 
school  officer  to  each  town,  has  proved  the  wisdom  of  the 
law  creating  the  office."  f 

*Mr.  Hughes  was  a  son  of  Major  Thomas  Hughes,  a  brave  and  highly  esteemed 
officer  of  the  Revolution.  He  gave  a  hearty  support  to  the  cause  of  public  educa- 
tion, and  the  inclusion  of  a  High  School  in  the  plan  of  public  instruction  in  Provi- 
dence, in  1838,  was  largely  due  to  his  exertions. 

t  State  Commissioner's  Iteport,  1873. 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  37 


Mr.    Barnard's    Successors. 

On  the  retirement  of  Mr.  Barnard  from  the  office  of  State 
School  Commissioner,  Hon.  ELISHA  R.  POTTER,  of  Kingston, 
was  appointed  his  successor.  His  extensive  acquaintance 
throughout  the  State  ensured  him  ready  access  to  many  per- 
sons of  influence,  whose  co-operation  was  desirable,  while 
his  legal  knowledge  qualified  him  to  decide  promptly  all 
questions  brought  to  his  attention  on  appeal. 

One  of  the  most  useful  services  rendered  to  the  schools 
by  Mr.  Potter  consisted  in  making  the  law  relating  to  them 
familiar  to  the  people.  It  was  almost  entirely  a  new  system. 
True,  there  were  districts  before,  but  the  change  was  very 
great.  The  powers  of  districts  and  of  school  officers  were 
very  much  increased  and  attempted  to  be  defined.  It  was 
the  introduction  of  a  great  deal  of  new  machinery,  of  course 
involving  considerable  friction.  The  largest  portion  of 
the  remarks  intended  to  elucidate  the  law,  and  the  forms  to 
facilitate  the  business  of  officers  under  it,  had  been  prepared 
by  Mr.  Potter  before  that,  and  without  doubt  his  exertions 
resulted  in  preventing,  by  anticipation,  much  of  the  ill-feel- 
ing which  would  have  ended  in  law-suits,  and  which  when 
once  excited  in  a  district,  would  have  retarded  the  progress 
of  the  schools  for  years.* 

Another  feature  of  Mr.  Potter's  administration  was  a 
movement  to  awaken  a  taste  for  the  study  of  Natural  History 
in  the  higher  grades  of  schools,  a  study  in  which  few  at  that 

*  At  the  January  session  of  the  General  Assembly,  1873,  a  committee  consisting  of 
Hon.  Klisha  R.  Potter,  Associate  Justice  of  the  Supreme  Court.  Hon..  Thomas  W. 
liicknull.  State  Commissioner  of  Public  Schools,  and  Hon.  Joshua  M.  AiUlemaii, 
Secretary  of  State,  was  appointed  to  cause  to  be  printed  a  Manual  containing  the 
school  laws  of  Rhode  Island,  for  the  use  of  school  committees,  trustees  of  school 
districts,  and  other  officers  or  persons  concerned  in  the  administration  of  public- 
schools.  It  makes  a  neat  volume  of  284  pages,  and  will  be  found  very  convenient 
or  reference. 


38  HISTORY   OF    THE 

time  were  interested.  For  this  purpose  he  made  engage- 
ments with  Professor  Benoit  Jaeger,  an  eminent  naturalist, 
to  deliver  lectures  before  Teachers'  Institutes,  held  in  different 
parts  of  the  State.  Professor  Jaeger  was  an  accomplished 
scholar,  and  by  extensive  travels,  and  scientific  research,  wsis 
thoroughly  qualified  for  the  duty  assigned  him,  while  his 
enthusiasm  and  fund  of  illustrative  anecdotes,  imparted  to 
his  lectures  $t  charm  which  gained  for  him,  whenever  he 
spoke,  a  numeious  and  attentive  audience.  To  these  labors 
may  be  attributed  much  of  the  interest  in  Natural  History 
since  manifested  in  Rhode  Island.* 

In  his  final  report  to  the  General  Assembly,  January,  1854, 
Mr.  Potter  recommended  the  establishing  of  a  BOARD  OF 
EDUCATION,  as  a  means  of  "  concentrating  the  efforts  and 
exertions  of  those  who  would  be  disposed  to  take  an  active 
part  in  promoting  the  cause  of  education."  He  also  submit- 
ted a  bill  for  that  purpose,  but  for  reasons  unnecessary  to 

*  Professor  Jaegar  was  a  native  of  Austria,  and  of  noble  parentage.  He  was 
born  in  Vienna,  and  after  graduating  at  the  University  of  that  city,  entered  the 
service  of  the  Emperor  Alexander  of  Russia,  as  Naturalist  and  lecturer  in  the 
University  of  St.  Petersburg.  After  the  decease  of  that  monarch,  he,  by  direction 
of  the  Czar  Nicholas,  explored  the  Crimea,  a  region  then  but  little  known,  and  to 
which  he  gave  the  name  of  Trans -Caucasia.  His  report  on  the  natural  riches  of 
that  country  was  published  at  Leipsic  in  1830.  He  subsequently  explored  St. 
Domingo.  On  retiring  from  the  imperial  service  he  came  to  the  United  States, 
and  was  for  nine  years  Professor  of  Natural  History  and  Modern  Languages  in 
Princeton  College.  When  a  National  Scientific  Institution,  to  be  established  in 
Washington,  was  projected,  he  was  offered  and  accepted  a  Professorship  in  his 
favorite  departments  of  Zoology,  Entomology  and  Botany,  but  the  Smithson 
bequest  led  to  an  abandonment  of  the  original  scheme,  and  aftfcr  a  residence  of 
several  years  at  Alexandria,  Va.,  he  became  interested  in  a  private  Academy  in 
New  Jersey,  and  afterwards  opened  a  Polytechnic  School  on  Staten  Island,  N.  Y. 
This  institution  failing  of  anticipated  success,  he,  in  1850,  took  up  his  abode  in 
Providence,  and  aft  era  residence  of  five  years  in  that  city,  removed  to  Brooklyn, 
N.  Y..  where  he  died  in  the  eighty -third  year  of  Ms  age.  He  was  the  author  of  a 
Hand  Book  of  Zoology,  designed  for  the  use  of  common  schools  and  academies, 
and  of  "The  Life  of  North  American  Insects,"  which  passed  through  two  editions. 
Professor  Jaeger's  genial  temperament,  varied  knowledge,  and  extensive  personal 
acquaintance  with  contemporary  savants  in  Europe  and  America,  rendered  his 
conversations  alike  interesting  and  instructive. 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION.  39 

mention,  the  recommendation  was  not  adopted.  The  subject 
at  different  times  engaged  the  attention  of  the  Institute, 
but  it  was  not  until  1870,  that  the  proposed  measure  became 
a  law. 

As  a  means  of  communicating  more  frequently  with  the 
public,  than  could  be  done  through  annual  reports,  Mr. 
Potter,  in  1852,  commenced  the  publication  of  the  ''Rhode 
Inland  Educational  Magazine."  This  became  the  repository 
of  school  documents,  changes  in  school  laws,  decisions  on  the 
construction  of  the  law,  information  of  educational  meetings 
and  their  proceedings,  and  such  other  reading  matter  as  would 
interest  and  instruct.  This  magazine  was  supported  princi- 
pally by  the  private  contributions  of  gentlemen  interested  in 
advancing  the  cause  to  which  it  was  devoted,  and  was  sent 
gratuitously  to  the  chairmen  and  clerks  of  school  commit- 
tees, and  to  the  clerk  of  every  school  district.  In  this  man- 
ner important  information  was  widely  diffused  and  much  good 
accomplished. 

When  Mr.  Potter  retired  from  office  in  1854,  the  appoint- 
ing power  found  a  competent  successor  in  Rev.  ROBERT 
ALLYV,  of  East  Greenwich.  The  three -years  of  his  admin- 
istration were  industriously  improved,  and  much  was  done  by 
him  towards  building  up  a  healthy  public  sentiment  on  tlrt) 
subject  of  education.  His  reports  to  the  General  Assembly 
contained  many  practical  suggestions,  the  results  of  careful 
observation  and  reflection.  His  views  of  the  education  of 
females  arc  worthy  of  being  repeated.  He  said  : 


"  The  education  of  females  is  of  quite  as  much  importance  as  that  of 
males.  For  from  these,  we  must,  as  our  statistics  show,  recruit  the 
ranks  of  our  teachers,  and  from  the  nature  of  the  case,  these  females 
must  be  the  guides  and  instructors  of  the  earliest  and  most  impressible 
years,  of  each  person  in  the  coming  generation.  If  the  teachers,  the 
nurses,  and  the  mothers  of  any  people  are  ignorant  and  unrefined,  are 
degraded  and  vicious,  or  tending  to  become  so,  it  is  in  vain  to  hope  for 
brave;,  intelligent,  moral,  and  high-minded  sons.  On  the  other  hand,  if 
the  mothers  and  teachers  are  learned  and  virtuous,  enlightened  and  ele- 
vated in  sentiment,  their  sons  cannot  fail,  inmost  instances,  to  be  worthy 


40  HISTOEY     Or    THE 

of  the  noble  women  who  bore  and  instructed  them.  We  ought  then  to 
give  more  attention  to  this  subject  of  the  education  of  girls — especially 
among  the  poorer  class,  and  in  the  country  towns ;  and  we  should  be  par- 
ticularly careful  to  see  that  the  girls  shall  not  be  deprived  of  their  proper 
share  of  school  privileges,  simply  because  they  make  better  nurses  for 
younger  children,  or  more  profitable  assistants  in  the  kitchens  than  boys 
do;  or  because  it  is  erroneously  taken  for  granted,  that  they  do  not  need 
so  good  an  education,  since  they  are  not  designed  to  carry  on  machine 
shops,  or  conduct  the  barter  of  trade  and  commerce,  or  to  manage  the 
affairs  ofthe  national  administration.  They  are  to  bring  up  and  to  educate 
the  men  of  the  nation,  and  to  carry  on  all  the  complicated  and  beneficial 
operations  of  our  household,  and  these  very  necessary  and  important 
affairs  require  not  only  skill  and  common  sense,  but  also  education  and 
discipline.  Let  the  girls  be  educated,  therefore,  quite  as  numerously  and 
as  thorough  in  our  schools  as  the  boys,  if  we  would  derive  the  largest 
profit  from  our  system  of  public  instruction." 


Of  the  qualities  that  should  be  fount!  in  teachers,  Mr.  Allyn 
spake  as.  follows. : 

"  Let  but  a  bit  of  iron,  of  the  proper  temper,  be  brought  into  contact 
with  a  powerful  magnet,  or  be  placed  in  a  proper  position  in  relation  to 
a  current  of  electricity,  and  it  will  itself  become  magnetic,  to  the  full 
capacity  of  its  nature;  and  if  properly  placed  afterwards,  will  never  lose 
that  magnetic  character.  So  it  is  with  men,  but  especially  so  with 
children.  Let  them  be  brought  into  close  contact  with  a  strong  mind, 
and  they  feel  its  power,  and  imbibe  its  peculiar  characteristics.  They 
fcannot  avoid  imitating  its  habits  and  manners,  and  they  must  be  molded 
and  shaped  and  magnetized  by  its  influence.  It  is  therefore  of  the  highest 
consequence  to  our  schools  and  to  our  system  of  public  education,  to  seek 
such  strong  men  and  women — stiong  in  goodness  and  in  purity,  strong  in 
all  truthful  and  noble  qualities  of  manliness  and  womanliness — to  be  the 
teachers  of  our  growing  children.  We  must  insist  that  these  teachers 
shall  be  not  only  educated,  but  that  they  shall  be  polished,  refined,  loving, 
wise,  and  philanthropic;  that  they  shall  have  superadded  to  every  thing 
-that  can  be  learned,  or  that  is  native,  something  even  higher  than  that 
boasted  common  sense,  without  which  man  is  always  a  blunderer—a 
nameless  something  that  makes  men  more  than  simply  teachers,  by 
giving  to  them  a  power  to  impress  and  elevate,  by  the  force  of  a  charac- 
ter seen  and  felt,  but  not  to  be  described,  a  something  that  goes  out  of 
them,  as  heat  goes  out  of  a  fire,  or  light  out  of  a  glowing  lamp,  no  man 
knows  how  or  why,  but  with  a  power  that  cannot  be  resisted;  a  some-1 
thing  that  silently  steals  its  way  into  the  hearts  of  all  in  its  neighborhood, 
imperceptibly  and  lovingly  as  magnetic  influences  creep  over  the  individ- 
ual particles  in  a  mass  of  iron  filings,  and,  without  affecting  in  any  way, 


t 
RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  41 

their  nature  or  substance,  change  them  all,  from  apparently  dead  matter, 
into  things  with  life  that  longs  to  love,  embrace,  and  adore  the  polarizing 
body.  These  are  the  influences  we  must  seek  in  our  schools,  and  we 
must  look  for  the  teachers  who  can  exert  them."* 

In  1857,  Mr.  Allyn  retired  from  the  post  he  had  usefully 
and  satisfactorily  filled.  His  successor  was  Hon.  JOHN 
KINGSBURY,  whose  previous  experience  as  a  successful  edu- 
cator, and  whose  knowledge  of  the  condition  of  the  State, 
acquired  while  President  of  the  Institute,  well  qualified  him 
for  the  place  he  was  called  to  fill.  He  begun  his  work  by  a 
tour  of  inspect  ion.  He  went  from  town  to  town  and  district 
to  district,  until  he  had  visited  every  school  in  the  State. 
These  visits  were  usually  made  in  company  with  some  school 
officer,  or  some  other  person  in  the  town  interested  in  the 
public  schools.  In  riding  from  one  district  to  another  favor- 
able opportunity  was  afforded  for  free  consultation  upon  every 
topic  and  feature  of  the  school  system,  for  explaining  more 
fully  the  meaning  of  the  school  law,  for  suggesting  methods 
of  settling  difficulties,  and  overcoming  obstacles  where  they 
existed,  and  for  obtaining  such  knowledge  of  the  status  of 
the  schools  as  would  be  helpful  in  remedying  evils  and  point- 
ing out  ways  for  improvement.  The  work  so  faithfully  and 
thoroughly  done,  contributed  to  advance  the  welfare  of  the 
schools.  In  his  report  to  the  General  Assembly,  Mr.  Kings- 
bury  gave  an  encouraging  view  of  the  work,  together  with 
practical  suggestions  in  regard  to  the  examination  of  teachers, 
the  improvement  of  school  houses,  the  furnishing  and  changing 
of  school  books,  and  other  topics.  In  speaking  of  the  influ- 
ence of  schools,  he  says  : 

"Good  schools  will  add  to  the  pecuniary  value  of  farms  and  other 
property,  in  their  immediate  neighborhood;  but  what  is  of  far  greater 
consequence,  they  will  raise  the  standard  of  intellectual  and  moral  ex- 

*  With  tlie  close  of  Mr.  Potter's  administration,  the  EJicational  M<i<j«~.lne  ceased 
to  exist.  At  the  annual  meeting  of  the  Institute  in  1S14,  it  was  voted  to  establish 
the  niiodi-  Island  Schoolmaster,  and  Mr.  Allyn  was  appointed  its  editor. 

6 


42  HISTORY   OF   THE 

cellence.  The  welfare  of  children  should  never  be  weighed  in  the  scales 
of  pecuniary  gain  or  loss.  There  is  something  infinitely  higher  and 
better  than  money — and  that  is  character." 

His  opinion  of  the  Normal  School,  which  hud  then  been 
organized  about  four  years,  he  thus  expresses  : 

"My  visitation  enables  me  to  bear  strong  testimony  in  favor  of  the 
training  and  instruction  which  are  given  in  our  Normal  School.  I  am 
convinced  that  it  is  an  instrumentality  in  the  cause  of  public  schools 
which  cannot  be,  at  present,  rightly  estimated.  The  time  is  not  far  dis- 
tant, however,  when  the  people  of  the  State  will  feel  that  no  money  for 
the  promotion  of  education,  is  more  wisely  expended  than  that  which  is 
appropriated  to  the  support  of  the  Normal  School.  They  will  see  that 
from  such  an  expenditure  they  are  themselves  to  reap  special  blessings 
which  are  to  come  into  their  own  households.  This  is  not  the  work  of  a 
day.  Time  must  b<?  given,  not  only  for  the  tree  to  be  planted,  but  also 
for  its  fruit  to  come  to  maturity.  If  it  were  otherwise,  it  would  be  con- 
trary to  the  analogy  of  other  human  institutions." 

In  all  his  work  Mr.  Kingsbury  received  the  hearty  co-ope- 
ration of  the  Institute. 

Mr.  Kingsbury  was  succeeded  in  1859  by  Dr.  JOSHUA  B. 
CHAPIN,  who,  with  an  interregnum  of  two  years,  held  the 
office  until  1869.  His  eight  years  of  service  covered  a  period 
iu  which  the  distracted  state  of  the  public  mind  caused  by 
the  Rebellion,  affected  all  interests.  From  the  consequences 
of  an  absorbing  anxiety  for  the  salvation  of  the  nation,  which, 
like  Aaron's  rod,  swallowed  up  almost  every  other  thought, 
the  public  schools  could  not  be  expected  wholly  exempt. 
But  though  many  excellent  teachers  withdrew  for  a  time  from 
their  profession  and  entered  the  Union  army,  and  a  very  con- 
siderable draft  was  made  upon  children  and  youth  of  school 
age,  to  supply  the  places  in  factories,  vacated  by  adults  who 
had  in  like  manner  enlisted,  the  schools  suffered  less  than 
might  reasonably  have  been  supposed,  and  it  is  gratifying  to 
notice  that  during  the  five  years  of  intestine  war,  the  reports 
show  a  gradual  improvement  in  their  condition.  Dr.  Chapin 
pursued  the  course  of  his  predecessors  in  visiting  the  several 
school  districts,  noticing  the  general  condition  of  schools  and 


RHODE    ISLAND  INSTITUTE  OF  INSTRUCTION.  43 

school  houses,  observing  the  methods  of  discipline  and  in- 
struction, and  offering  such  suggestions  and  remarks  as  the 
circumstances  seemed  to  require.  He  also  addressed  meet- 
ings of  the  citizens  upon  various  topics  of  educational  inter- 
est. In  his  several  reports  he  urged  the  necessity  of  parental 
co-operation  with  teachers — frequent  visits  to  the  schools  by 
parents  and  committees, — a  careful  selecting  of  sites  for 
school  houses,  so  as  to  secure  ample  grounds  around  them, — 
care  in  the  choice  and  appointment  of  teachers, — encouraging 
music  in  all  our  schools  for  its  refining  influence  in  the  culti- 
vation of  moral  and  social  character,  as  well  as  an  aid  in  dis- 
cipline,— a  large  experience  and  high  qualities  of  mind  and 
character  in  teachers  of  Primary  schools,  for  the  reason  that 
no  department  of  instruction  suffers  more  than  this  from  in- 
attention. He  affirmed  that  our  Piimary  schools  are  of  pri- 
mary importance, —  that  foundations  laid  here  must  modify, 
as  well  as  sustain,  the  entire  superstructure, — that  the  temple 
cannot  be  broader  than  its  base, — and  that  it  is  not  enough 
in  these  schools  to  make  right  impressions;  the}' should  be 
made  in  the  right  way.  In  his  report  in  1864,  he  advocated 
a  liberal  policy  in  the  compensation  of  teachers,  in  order  to 
secure  for  the  schools  the  best  quality  of  teaching  talent,  in 
these  words  : 

"No  man  can  be  expected  to'give  his  life  for  less  than  what  will  enable 
him  to  live.  No  man  expects  to  srcure  able  and  faithful  agents  in  other 
departments  of  business  if  lie  does  not  sufficiently  compensate  them. 
The  shrewd  manufacturer  bids  high  for  skillful  labor,  and  so  with  the 
mechanic  and  the  arti/ar.  The  anxious  father  employs  the  best  medical 
aid  for  his  sick  son,  and  expects  to  pay  for  it.  The  embarrassed  client 
consults  the  most  learned  counsel,  and  he  expects  the  fee  to  be,  in  some 
degree,  the  measure  of  the  value  of  the  service  which  he  receives.  No 
congregation  hopes  to  secure  the  services  of  a  'popular  divine'  without 
the  payment  of  a  liberal  salary.  And  no  parent  who  is  not  culpably  in- 
different to  the  educational  interests  of  his  children,  would  think  of  lim- 
iting the  wages  of  the  schoolmaster  to  less  than  those  of  the  common  day 

laborer Parents  ha\e  no  claim  upon  the  services   of  a  good 

teacher,  who  are  unwilling  to  pay  the  frugal  expenses  of  such  a  teacher, 
and  to  remunerate  him  for  the  time,  labor  and  cost  of  securing  his  edu- 
cational qualifications . " 


44  HISTORY    OF   THE 

HENRY  ROUSMANIERE,  Esq.,  of  Cranston,  became  the.  suc- 
cessor of  Dr.  Chapin,  in  1861,  and  continued  in  office  two 
years,  when  the  latter  again  received  the  appointment  of 
Commissioner.  Mr.  Rousmaniere  commenced  his  work  after 
the  manner  of  his  predecessors,  by  a  survey  of  the  field  he 
was  to  occupy.  In  the  first  six  months  of  his  administration 
he  made  more  than  three  hundred  visits  to  different  district-, 
to  make  himself  "acquainted  personally  "with  the  practical 
working  of  our  system  of  education." 

Mr.  Rousmaniere's  views  of  the  work  of  true  education  are 
expressed  in  the  following  extracts  from  his  report  for  1863  : 

"True  education  aims  at  the  growth  of  the  body  and  mind;  neither  to 
be  so  developed  as  to  disturb  the  harmony  of  the  other;  and  bot.h  to 
kneel  in  homage  to  the  moral  faculty. 

"  Right  education  secures  the  health  of  the  physical  system  through 
the  laws  of  endurance  and  activity;  stimulates  the  imagination  to  a  sense 
of  the  grand  and  beautiful  in  art  and  nature;  awakens  the  understanding 
to  acquaintance  with  the  practical  problems  of  the  age;  guides  the  rea- 
son to  lift  itself  higher  than  the  plane  of  the  senses ;  vivifies  the  affec- 
tions to  a  love  of  truth  rather  than  self ;  true  wisdom  rather  than  mere 
book  learning;  eternity  rather  than  time." 

In  1869,  Hon.  THOMAS  "VV.  BICKNELL,  of  Barrinirton,  suc- 
ceeded Dr.  Chapin  in  the  office  of  State  Commissioner.  He 
brought  to  its  duties  a  valuable  preparation  drawn  from  an 
experience  of  several  years  as  a  teacher  in  Grammar  and 
High  Schools,  combined  with  an  earnest  purpose.  In  the 
outset  he  made  a  careful  survey  of  the  State,  thus  informing 
himself  of  the  actual  condition  and  needs  of  every  town  and 
school  district.  His  early  effort  was,  by  frequent  private 
conversations  and  public  addresses,  to  awaken  among  the 
people  a  hearty  interest  in  the  work  of  school  advancement. 
In  the  five  years  that  Commissioner  Bicknell  has  held  the 
office,  his  activity  in  the  discharge  of  his  duties  has  been  un- 
remitting, and  the  scope  of  his  thought  and  labors  is  well  in- 
dicated by  the  various  topics  embraced  in  his  annual  reports 
to  the  General  Assembly.  Feeling,  at  the  beginning,  the 
need  of  a  Normal  School,  as  a  means  of  ensuring  to  the 


ERODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  45 

schools  of  the  State  teachers  of  broad  and  liberal  culture,  and 
also  of  a  State  Board  of  Education,  which  "would  concen- 
trate its  influence  and  exertions  to  promote  the  healthy  growth 
of  our  public  schools,"  he  recommended  their  establishment 
to  t!>e  General  Assembly.  To  this  recommendation  that 
body  cordially  responded,  and  both  the  School  and  the  Board 
were  established  by  law  ;  the  latter  coming  into  existence  in 
1870,  and  the  former  in  1871.*  In  addition  to  conducting, 
as  editor-in-chief,  the  Rhode  Island  Schoolmaster,  attending 
and  participating  in  the  meetings  pf  the  RHODE  ISLAND  IN- 
STITUTE OF  INSTRUCTION,  the  Commissioner  has  continued, 
year  by  year,  a  series  of  local  visitations,  besides  holding 
numerous  independent  Institute  meetings  in  different  parts 
of  the  State,  for  the  benefit  of  teachers,  and  for  the  purpose 
of  strengthening  school  interests  in  the  hearts  of  parents  and 
guardians  of  youth.  In  the  same  time  a  system  of  meetings 
of  town  and  city  school  superintendents  for  consultation  and 
interchange  of  opinions,  has  been  established,  a  broad  founda- 
tion for  a  State  educational  library,  for  the  use  of  the  Com- 
missioner's office  has  been  laid,  generous  appropriations  from 
the  General  Assembly  for  various  educational  purposes  have 
been  secured,  and  many  other  things  done  to  advance  the 
cause  In  review  of  the  year  1873,  the  Board  of  Education 
say  : 

"  In  the  survey  of  the  work,  and  its  results  for  the  past  year,  the  Board 
have  abundant  reason  to  congratulate  the  General  Assembly  on  the  ad- 
vance that  has  been  made  in  the  cause  of  popular  education.  The  rich 
fruitage  of  the  earnest  and  faithful  labors  of  our  indefatigable  Commis- 
sioner, are  becoming  more  and  more  manifest  every  year." 

In  bringing  this  brief  notice  to  a  .-lose,  the  following  ex- 
tract from  the  Commissioner's  report  for  1870,  entitled  "  The 
Education  We  Need?  will  be  regarded  as  pertinent : 

"  Every  child  in  the  State  is  entitled  to  a  good  common  school  educa- 

*  Further  notice  of  the  Normal  School  will  be  found  in  another  part  of  this 
work. 


46  HISTORY    OF   THE 

tion.  The  State  Constitution  guarantees  this,  as  a  fundamental  right, 
preparatory  to  the  large  and  responsible  duties  of  the  citizen  and  elector. 
The  twelfth  article  of  our  State  Constitution  declares,  that  the  diffusion 
of  knowledge  as  well  as  of  virtue  among  the  people,  being  essential  to 
the  preservation  of  their  rights  and  liberties,  it  shall  be  the  duty  of  the 
General  Assembly  to  promote  public  schools,  and  to  adopt  all  means 
which  they  may  deem  necessary  and  proper  to  secure  to  the  people  the 
advantages  and  opportunities  of  education.  To  fullil  these  declarations, 
free  schools  have  been  established,  and  so  far  as  they  have  accomplished 
their  proper  and  legitimate  work,  have  aided  in  preserving  the  rights  and 
liberties  of  the  people.  A  public  school  system  was  established,  and  has 
been  maintained,  with  variable  measures  of  success,  in  exact  correspond- 
ence to  the  amount  of  interest,  zeal,  and  labor  which  was  infused  into  it 
by  school  officers,  teachers  and  patrons.  A  perfect  system  may  become  a 
perfect  failure  if  it  does  not  feel  the  vital  forces  pervading  it  which 
spring  from  the  popular  will.  An  imperfect  system  may  be  made  to  do 
wonders  if  its  defects  are  supplemented  by  an  intelligent  and  enthusiastic 
body  of  workers,  supporting  and  advancing  its  interests.  To  secure  such 
a  hearty  cooperation  from  the  whole  people,  the  working  plan  must 
touch  and  vitalize  every  interest,  and  in  its  broad  and  liberal  provisions 
it  must  meet  the  present  and  anticipate  the  prospective  wants  of  every 
child  and  every  man  in  society.  A  noted  king  and  philosopher  of  ancient 
times,  when  asked  what  kind  of  an  education  should  be  given  to  bt  ys, 
answered,  '  That  kind  of  knowledge  they  will  need  to  use  when  they  be- 
•come  men.1 

"A  system  of  free  schools  to  be  universally  popular  must  be  univer- 
sally practical,  so  much  so  that  the  dullest  comprehension  may  see  some- 
thing of  intrinsic  value  in  it.  It  becomes  every  intelligent  citizen  and 
legislator,  therefore,  to  inquire  to  what  extent  the  operations  of  the  sys- 
tem meet  the  wants  of  the  people,  and  wherein  it  fails  to  secure  the  de- 
-  sired  end.  The  answers  to  their  inquiries  will  suggest  the  methods  of 
removing  the  difficulties  which  actually  exist,  in  giving  a  good  education 
to  all  the  youths  in  our  State." 


Synopsis  of  Institute  Meetings. 

Having  thus  noticed  the  administration  of  each  State 
School  Commissioner,  whose  work  was  inseparably  associ- 
ated with  that  of  the  RHODE  ISLAND  INSTITUTE  OF  INSTRUC- 
TION, we  turn  ouce  more  to  the  records  of  the  Institute,  and 
present  therefrom  a  synopsis  of  its  proceedings  as  indicating 
its  spirit  and  the  direction  of  its  labors. 


RHODE     ISLAND    INSTITUTE    OF   INSTRUCTION.  4< 

On  the  24th  of  January,  1845,  was  held  the  first  meeting  of  the  Insti- 
tute, W.  Updike  in  the  chair.  The  committee  reported  favorably  on  the 
draft  of  a  Constitution  prepared  by  Mr.  Barnard,  which  was  adopted. 
After  remarks  upon  "The  General  Interests  of  Education  in  Rhode 
Island,"  by  Messrs.  H.  Barnard,  F.  Wayland,  A.  Caswell,  C.  Farnnm, 
S.  Osgood,  J.  T.  Sisson,  Js.  Bishop,  and  C.  G.  Perry,  a  committee  was  ap- 
pointed to  nominate  officers. 

Second  Meeting.— 3  nnir.ny  28th,  1845  at  Providence. 

An  election  of  officers  was  made,  and  John  Kingsbury  chosen  the  first 
•President  of  the  Institute. 

Prof.  Gammell  offered  resolutions  commendatory  of  the  objects  of  the 
Institute,  which  were  discussed  by  Messrs.  L.  Haile,  J.  S.  Pitman,  H. 
Day,  C.  Farnum,  H.  Barnard,  N.  Bishop,  G.  L.  D wight,  and  Rev.  Mr. 
Waterman. 

Third  Meeting.— February  19th,  1845,  at  East  Greenwich. 

Addresses  upon  "The  Educational  Wants  of  Rhode  Island,"  by  W. 
Updike  and  H.  Barnard. 

Remarks  upon  "  The  Importance  of  Education,"  by  S.  Vernon  and  J. 
Durfee. 

Fourth  Meeting.— February  28th  and  March  1st  and  2d,  1845,  at  Woon- 
socket. 

Addresses  upon  "The  Condition  of  Schools  in  Rhode  Island,"  by  W. 
Updike  and  H.  Barnard;  "The  Evils  of  a  Mis-directed  Education,"  by 
II.  Barnard. 

Discussions  upon  "School  Houses;  their  location,  construction,  &c.," 
by  Messrs.  J.  B.  Tall  man,  C.  Farnum,  S.  S.  Greene,  W.  A.  Steere,  A. 
Harkness,  J.  Kingsbury,  J.  D.  Giddings,  and  II  Barnard;  " The  Causes 
of  Failure  in  Teaching,"  by  J.  Kingsbury;  "Method  of  Teaching  Spell- 
ing," by  Messrs.  Barnard,  Farnum,  G.  C.  Wilson,  T.  Davis,  and  S. 
Bushee;  "  Method  of  Teaching  Reading,"  by  Messrs.  Barnard,  Farnum, 
Giddings,  and  others;  "  Music  as  a  Branch  of  Education  in  Schools,"  by 
Messrs.  S.  W.  Coggshall,  Tallman,  Giddings,  and  Barnard;  "Means  of 
Securing  Regularity  and  Punctuality  of  Attendance,"  by  Rev.  J.  Boyden; 
"  Methods  of  Conducting  School  Examinations,"  by  H.  Barnard. 

Fifth  Meeting. — June  25th  and  2Glh,  1845.  at  Newport. 
Addresses  by  Messrs.  Gammell,  Thayer,  L.  B.  Smith,  Brooks,  Barnard, 
F.  Brown,  E.  Clark,  Terry,  and  J.  S.  Tourtellott. 

Sixth  Meeting. — September  12th,  1845,  at  Warren. 

Discussions  upon  school  subjects,  by  Messrs.  Barnard,  T.  R.  Hazard, 
Dr.  Moore,  Hathaway,  J.  P.  Tustin,  and  others. 

Addresses  upon  "  The  Connection  Between  Common  School  Education 
and  State  Prosperity,"  by  Prof.  Gammell;  "How  Parents  may  Second 
the  Efforts  of  Teachers,"  by  R<  v.  T.  Shepard;  "Methods  of  Securing 
the  Regular  Attendance  of  Pupils,"  by  A.  Perry,  followed  by  Messrs. 
Barnard,  Tustin,  and  others. 


48  HISTORY    OF   THE 

Seventh  Meeting.— September  19lh  and  20th,  1845,  at  Valley  Falls. 

Remarks  upon  "  A  Plan  of  Gradation  for  Schools,"  by  Messrs.  Barnard 
and  Bishop;  "  Stability  of  Population  Promoted  by  Good  Schools,"  by 
T.  M.  Burgess;  "Punctuality  and  Regularity  of  Attendance,  by  Messrs. 
H.  Day  and  J.  T.  Sisson. 

Discussions  on  "  Methods  of  Managing  and  Disciplining  Schools,"  by 
Messrs.  G.  A.  Willard,  Crowell,  J.  B.  Tallman,  Sisson,  Kingsbury, 
Farnum,  Gay,  Hnrkness,  Giddings,  Wilkinson,  Benson  and  T.  Davis; 
"Methods  of  Improvement  of  the  Schools  of  the  Village,'  by  Messrs. 
Kingsbury,  Bishop  and  Day. 

Eighth  Meeting.— September  26th  and  27th,  1845,  at  Chepachet. 

Addresses  on  "The  Public  Schools  the  Only  Available  Means  of  a 
General  Education,"  by  J.  Kingsbury;  "The  Importance  of  Moral 
Education,"  by  Rev.  Mr.  Cheney;  "My  Experience  as  a  Pupil  and 
a  Teacher,"  by  C.  Farnum;  "The  Importance  of  a  Radical  Change  in 
our  System  of  Public  Education,"  by  H.  Barnard,  followed  by  Messrs. 
Perry,  D.  G.  Grosvenor,  and  Tourtellot. 

Ninth  Meeting.  —  September  30th,  1845,  at  Olneyville. 

Address  on  "On  Schools  Good  Enough  for  the  Rich,  and  Cheap 
Enough  for  the  Poor,"  by  H.  Barnard. 

Discussions  by  Messrs.  Famum,  Day  and  Harkness. 

Remarks  on  the  Importance  of  Paying  Respect  to  the  Teacher's  Office," 
by  O.  Angell. 

Tenth  Meeting.—  October  4th,  1845,  at  Pawtuxet. 

Addresses  "  On  the  Importance  of  the  Gradation  of  Schools,"  by  N. 
Bishop  and  H.  Barnard;  on  "Uniformity  of  Education  Xecessary  to 
Solid  Equilibrium,''  by  Rev.  Mr.  Osgood. 

Remarks  on  "  The  Warming  of  School-houses,"  by  Messrs.  Hartshorn, 
and  Barnard. 

Eleventh  Meeting.— October  7th,  1845,  at  Fruit  Hill. 

Addresses  by  Messrs.  Kingsbury,  Bishop,  Day,  Harkness,  and  Bclden. 

TwelfUi  Meeting. — October  10th,  1845,  at  Scituate. 

Addresses  by  Messrs.  Kingsbury.  E.  W.  Baker,  and  Rev  H.  Quimby. 

Tliirteenth  Meeting.— October  14th,  1845,  at  Foster,  Hemlock  Village. 

Addresses  by  Messrs.  Kingsbury,  Barnard,  and  others;  on  "Town 
Libraries,"  by  H.  Barnard. 

Fourteenth  Meeliny. — October  30th,  1845,  at  Kingston. 

Address  on  "  The  Value  of  a  Good  Education  in  a  Commercial  Point 
of  View,"  by  Dr.  Wayland. 

Remarks  on  "Educational  Wants  and  Defects,"  by  Messrs.  Kingsbury, 
and  W.  S.  Baker;  "The  Proper  Construction  of  School-houses,"  by 
Messrs.  Colgrove  and  Vernon  ;  "  The  Means  and  Importance  of  Securing 
Good  Teachers,"  by  Messrs.  Goodwin,  Davis,  and  Baker;  "The  Means 
of  Increasing  the  Effectiveness  of  Schools  in  the  Coming  Winter,"  by  H. 
Barnard. 

Fifteenth  Meeting.— December  19th  and  20th,  1845,  at  Bristol. 

Addresses  upon  "  Punctuality,"  and  other  subjects,  by  Messrs.   King?. 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  49 

bury,   N.  B.  Cook,  T.  Shepard,  Sykes,  J.  Gushee,  Boswortli,  Bishop,  and 
Barnard. 

Discussions  upon  "Methods  of  Discipline  and  Instruction." 

* 
Sixteenth  Meeting, — SECOND  ANNUAL  MEETING.— January  15th,  1846,  at 

Providence. 

Reports  from  the  Treasurer  and  Executive  Committee;  Election  of 
Officers. 

Remarks  by  Messrs  T.  Shepard,  W.  Russell,  of  Boston,  Dr.  Wayland, 
Vernon,  Updike,  Bishop,  Caswell,  Barnard,  and  others. 

Seventeenth  Meeting . — January  30th  and  31st.  1846,  at  Pawtucket. 

Remarks  on  "  Who  Should  be  Employed  as  Public  School  Teachers?" 
by  N.  Bishop;  "The  Rights  of  Children  to  an  Education,"  by  II.  D;iy; 
"The  Duty  of  Parents  in  Regard  to  School  Discipline,"  by  Dr.  Carpenter. 

Discussions  on  "  Neatness  in  School-houses,"  by  Messrs.  G.  C.  Wilson, 
G.  A.  Willard.  Giddinus.  Wickes,  and  Sissou;  "The  Classification  of 
Schools  and  Use  of  Monitors."  by  Messrs.  Barnard,  Giddings,  Perry, 
Wilkinson,  Benson  and  Wickes;  "  The  Value  of  Female  Teachers,"  by 
Messrs.  Barnard,  Blodgett,  Rounds,  Willard,  Wilkinson  and  Boyden ; 
"The  Use  of  the  Bible  as  a  School  Book,"  by  Messrs.  J.  Boyden,  Hyde, 
Blodgett,  Rounds,  Willard,  Farnsworth,  Wickes,  Perry,  and  Farnum; 
"  Corporal  Punishment,"  by  Messrs.  Day,  Farnum,  Perry,  Willard,  Sis- 
son,  Wilson  Rounds,  Benson  and  Barnard. 

Addresses  by  Messrs.  Willard,  Sisson  and  Barnard. 

Eighteenth  Meetiny.— THIRD  ANNUAL  MEETING.— January  7th,  1847,  at 
Providence;. 

Reports  from  the  Treasurer  and  Executive  Committee;  Election  of 
Officers. 

lienolved,  on  motion  of  Di .  Wayland,  that  the  Board  of  the  Institute 
take  measures  to  promote  the  establishment  of  District  School  Libraries 
through  the  State. 

A  committee  was  appointed  to  memorialize  the  legislature  for  an  ap- 
propriation for  the  purpose  of  distributing  the  Journal  of  the  Rhode  Island 
Institute  of  Instruction  to  the  districts. 

Remarks  on  "The  Improvements  Effected  in  the  Schools  of  Rhode 
Island,"  by  Messrs.  T.  II.  Vail,  Whipple,  A,  Ballon,  A.  J.  Manchester, 
Baker,  Bishop,  and  Hunter. 

Nineteenth  Mcetitty. — February  Gth.  1847,  at  Smithfield. 

Address  by  W.  L'pdike. 

Discussion  on  "Methods  of  Government  Available  in  the  Country, "by 
Messrs.  Farnum,  Giddings,  and  Ilarkness. 

Lecture  on  Elocution,  by  F.  Russell. 

Ttrentii  tli,  Meeting. — February  19th,  1847,  at  Apponang  Village. 

Addresses  by  Messrs.  Kinir>bury,  Updike.  Baker,  and  Barnard. 

Lesson  on  Elocution,  by  F.  Russell. 

Twenty-first  Meeting. — February  50th,  1817,  at  KnightsviHe. 
7 


50  HISTORY     OF    THE 

Addresses  by  Messrs.  Barnard,  Baker,  Kingsbury  and  Updike. 

Lecture  on  Elocution,  by  F.  Russell. 

Drill  of  the  pupils  of  W.  S.  Baker,  in  Elocution  and  Arithmetic. 

Twenty-second  Meeting. — February  27th,  1847,  al  Johnston. 

Addresses  by  Messrs.  Kingsbury,  Harkness,  Whiting,  Waterman, 
Baker,  and  Updike. 

Twenty-third  Meeting. — March  19th,  1847,  at  Crompton  Mills. 

Address  by  Mr.  Whitney. 

Discussions. 

Exercises  in  Geography,  Arithmetic,  Singing,  &c.,  by  the  scholars  of 
several  neighboring  schools,  by  Mr.  Baker. 

Twenty-fourth  Meeting. — September  llth,  1847,  at  Chepachet,  on  the 
occasion  of  the  dedication  of  a  new  school  building. 

Address  on  "  Architecture  as  Connected  with  Education,"  by  J.  Kings- 
bury;  '•  The  Advantages  of  a  Good  Education  to  Individuals  and  the 
Community,"  by  Dr.  Wayland. 

Remarks  on  "  The  Relations  of  Parents  and  Teachers,"  by  Messrs. 
Bishop,  Fowle,  and  Brown. 

Twenty-fifth  Meeting.— FOURTH  ANNUAL  MEETING-— January  21st  and 
25th,  1849,  at  Providence. 

Reports  from  the  Treasurer  and  Executive  Committee. 

Remarks  on  "  Progress  of  Education  in  Rhode  Island,"  by  Messrs. 
Vail,  Updike,  Sisson,  Barnard  and  Bishop;  "Town  Libraries  and  Popu- 
lar Lectures,1'  by  Mr.  Osgood ;  "  The  Duties  of  Parents  to  their  Schools,1' 
by  N.  Bishop. 

Address  on  "  The  Progress  and  Condition  of  Schools  in  Rhode  Island," 
by  H.  Barnard. 

Twenty-sixth  Met.  tiny.-^M  Newport. 

Remarks  on  "The  Condition  of  Schools,"  by  Messrs.  Updike,  Weeden, 
Barnard  and  Whipple. 

Twenty-seventh  Meeting.— FIFTH  ANNUAL  MEETING. — January  29th, 
1849,  at  Providence. 

Report  '<f  Executive  Committee;  Election  of  Officers. 

Resolved,  on  motion  of  Prof.  Gammell,  (discussed  on  the  two  previous 
meetings,)  that  Education  in  Rhode  Island  will  need  the  fostering  care 
of  the  legislature,  the  continued  attention  of  our  efficient  Commissioner, 
and  the  hearty  cooperation  of  all  classes  of  citizens. 

Remarks  on  "The  Condition  and  Statistics  of  Education  in  the  State," 
by  H.  Barnard;  "Female  Teachers,"  by  Messrs.  Bishop,  and  Baker; 
'•  The  Condition  of  Schools,"  by  Messrs.  Porter,  Hartshorn,  and  Hall. 

Twenty-eighth  Meeting. — February  5th,  1849,  at  Providence. 

Address  on  "  The  Origin  of  the  Public  Schools  of  Providence,"  by  E. 
M.  Stone. 

Remarks  on  "The  Condition  of  Schools,"  by  Messrs.  Clark,  Barber, 
Baker.  Cranston  and  S.  Patterson;  "The  Need  of  Evening  Schools  in 
Providence,'1  by  E.  M.  Stone. 


RHODE    ISLAND    INSTITUTE    OF     INSTRUCTION.  51 

A  committee  appointed  (Messrs.  Hartshorn,  Dumont,  Shepard,  Updike, 
and  Harris)  to  prepare  a  statement  respecting  the  school  fiind,  andmenio- 
ralize  the  people  upon  the  importance  of  leaving  it  intact. 

Voted,  unanimously,  that  the  president  express  to  Mr.  Barnard,  on  his 
resignation  of  the  office  of  Commissioner  of  Public  Schools,  the  high 
sense  entertained  by  the  institute,  of  his  labors  in  behalf  of  the  Institute 
and  of  the  State. 

Twenty-ninth  Meeting.— SIXTH  ANNUAL  MEETING.— January  18th  and 
24th,  1850,  at  Providence. 

Election  of  officers. 

Address  on  "A  Normal  School  in  Connection  with  Brown  University," 
by  N.  Bishop,  with  remarks  by  Dr.  Wayland  and  others. 

Resolutions  approving  of  the  establishment  of  a  State  Normal  School, 
recommending  monthly  meetin /s  from  October  to  March,  with  lectures, 
&c. 

Thirtieth  Meeting.— February  1st,  1850,  at  Providence. 
Lecture  on  '•  The  Duties  and  Qualifications  of  Teachers,"   by  W.    D. 
Swan,  with  remarks  by  Messrs.  Kingsbury,  Bishop,  Mo  wry  and  others. 

Thirty-first  Meeting.—  March  8th,  1850,  at  Providence. 
Address  on  "  Guyot's  Physical  Geography,"  by  J.  Kingsbury,  followed 
by  Messrs.  Perry  and  Goodwin. 

thirty -second  Meeting  —October  18th,  1850,  at  Providence. 

Address  on  "  The  Brain,"  by  Dr   Ray. 

Thirty-third  Meeting.— November  1st,  1850,  at  Providence. 

Address  on  '•  The  True  Teacher."  by  J.  I).  Philbrick. 

Thirty-fourth  Meeting.- -January  17th.  1851,  at  Providence. 

Address  on  '•  The  Relations  of  Parents  lo  their  Children  in  Regard  to 
Education,"  by  N.  Bishop. 

Remarks  on  "  The  Condition  of  the  Poor  Children  of  Providence,"  by 
various  speakers. 

Thirty-fifth  Meeting.— SEVENTH  ANNUAL  'MEETING  — February  9th, 
1851,  at  Providence. 

Report  from  the  Treasurer;  Officers  elected. 

Lecture  on  "  The  Facilities  enjoyed  by  Rhode  Island  for  Promoting 
Civilization,  by  Dr.  Wayland. 

Thirty-sixth  Meeting.— EIGHTH  ANNUAL  MEETING. — January  23d,  1852, 
at  Providence. 

Election  of  Officers. 

Address  on  "  The  Harmony  of  Public  Schools  with  our  Institutions,1' 
by  Dr.  Sears. 

Thirty-seventh  Meeting. — February  20th,  1852,  at  Providence. 
Lecture  on  "  Drawing,"  by  Prof.  Whitaker. 

Thirfy-iitjhth  Meeting.— March  19th,  1852,  at  Providence. 
Address  on  '"  Geography,"  by  Guyot. 


52  HISTORY     OF    THE 

Thirty-ninth  Meeting  — April  2d.  1852,  at  Providence. 

Address  on  "  Teaching  Arithmetic,"  by  D.  P.  Col  bum. 

Fortieth  Meeting.— NINTH  ANNUAL  MEETING.— January  19th,  1853,  at 
Providence. 

Election  of  Officers. 

Address  on  "  The  Need  of  Compulsory  Laws  for  Attendance  at  School," 
by  J.  Bates;  "  School  Instruction  in  Manners,"  by  G.  II.  Tillinghast. 

Forty-first  Meeting. — TENTH  ANNUAL  MEETING. — January  17th,  1854,  at 
Providence. 

Election  of  Officers. 

Address  on  •'  Educational  Progress,  and  the  Need  of  a  Board  of  Edu- 
cation," by  J.  Kirigsbury,  with  remarks  by  Messrs.  S  S.  Greene.  E.  R. 
Potter,  A.  Perry,  and  E.  M.  Stone,  upon  a  Slate  Normal  School.  Moral 
and  Physical  Education,  and  School  Examinations. 

Report  from  G.  II.  Tillinghast  advising  the  use  of  a  text-hook,  entitled 
the  "Morals  of  Manners." 

Remarks  on  "Reading,"  by  Mr.  Sumner,  of  the  Normal  School. 

Forty-second  Meeting. — ELEVENTH  ANNUAL  MEETING. — January  24th, 
25th  and  26th,  1855,  at  Providence. 

Reports  from  the  Treasurer  and  Executive  Committee ;  Officers  elected. 

Address  on  '•  The  Unconscious  Tuition  of  the  Teacher,  by  i.  D.  Hun- 
tington. 

Lectures  on  "  Methods  for  Promoting  Intellectual  Culture  by  the 
Teachers,"  by  I).  P.  Col  burn;  "Physical  Geography,"  by  Prof.  Guyot; 
"Manner  of  Teaching  Physical  Geography,'"  by  Prof.  Guyot;  ''The 
Relation  of  the  State  to  Popular  Education,"  by  Dr.  Sears;  "  Reading," 
by  l)r.  Sears;  "The  Influence  of  the  Earth's  Form  upon  Human  Devel- 
opment, '  by  Prof.  Guyot;  "The  Glaciers  of  Switzerland,"  by  Prof. 
Guyot. 

Resolution.-  recommending  the  establishment  of  free  public  evening 
schools  in  the  manufacturing  villages  and  larger  towns;  moved  by  S. 
Austin,  and  discussed  by  Messrs.  Stone,  Greene,  Tillinghast  and  Arnold; 
— that,  in  Normal  Schools,  instruction  in  the  art  of  teaching  should  be 
the  main  object,  and  that  a  high  standard  of  culture  should  be  :i  pro-requi- 
site to  admission;  reported  by  a  committee,  and  discussed  by  Messrs. 
Perry.  Vail,  Will-mi,  Nash,  Greene,  Stone,  and  Colburn  ; — recom- 
mending the  establishment  of  an  educational  journal  under  the  super- 
vision of  the  Commissioner,  and  referring  the  subject  to  his  action; 
reported  by  a  committee,  and  discussed  by  Messrs.  Perry,  and  Vail; — 
welcoming  the  new  Commissioner  of  Public  Schools,  Rev.  Robert  Allyn. 

Forty-third  Meeting.— TWELFTH  ANNUAL  MEETING. — January  24th  and 
25th,  1856,  at  Providence. 

Election  ol  Officers;  S.  S.  Greene  elected  President,  J.  Kingsbury  de- 
clining a  reelection. 

Addresses  on  "  The  Importance  of  Thorough  Elementary  Instruction," 
by  A.  11.  Pope ;  "  The  Value  of  the  Popular  Educator  to  the  Community,'' 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION.  53 

by  W.  W  Hoppin;  "The  Varied  Duties  of  a  Faithful  Teacher,'  by  Rt. 
Rev.  T.  M.  Clark  ;  "  Educational  Progress  in  Rhode  Island,"  by  J.  Kings- 
bury. 

Resolutions  of  thanks  to  J.  Kingsbury  for  his  able,  faithful,  and  long 
continued  services.  * 

A  committee  reported  favorably  respecting  the  Rhode  Island  Schoolmas- 
ter, and  a  corresponding  committee  tor  that  journal,  was  appointed. 

Messrs.  Leach,  Allyn,  and  Stone  were  appointed  to  cooperate  with  the 
legislature  in  obtaining  facts  respecting  truancy  and  vagrancy.  Discus- 
sion by  Messrs.  Allyn,  Leach,  Stone,  Cook,  Boyden,  Grosvenor,  and 
others. 

Report  from  a  committee  recommending  to  the  attention  of  teachers  a 
book  entitled,  "Morals  of  Manners,"  by  Miss  C.  M.  Sedgwick. 

Forty-fourth  Meeting. — THIRTEENTH  ANNUAL  MEETING. — January  31st, 

1857,  at  Providence. 

Report  from  the  Treasurer;  Election  of  Officers. 

Messrs.  Greene  and  Stone  appointed  to  solicit  from  the  General  Assem- 
bly an  appropriation  in  favor  of  the  Rhode  Island  Schoolmaster. 

Forty-fifth  Meeting.— Mny  28th  and  2'Jth,  1857,  at  Newport. 

Addresses  on  "Education,"  by  G.  II.  Calvert;  "The  Chief  Defects  of 
Home  Education,"  by  Rev.  W.  Burton;  "Mathematical  Studies,"  by 
Rev.  W.  Stow. 

Remarks  on  "  The  Advantages  of  the  Social  Position  of  the  Teacher." 
by  W.  Burton;  "  The  duties  of  Teachers  in  the  Government  and  Moral 
Training  of  Children,"  by  Messrs.  Allyn,  Col  burn,  Burton  and  Tenney. 

Discussion  on  "  Capacity  to  Govern  Without  Corporal  Punishment,  the 
Highest  Qualification  of  the  Teacher,"  by  Messrs.  Hazard,  Allyn,  Stow, 
and  Burton. 

Forty-sixth  Meeting. — FOURTEENTH  ANNUAL  MEETING. — February  6th, 

1858,  at  Providence. 

Election  of  Officers;  Report  of  the  Treasurer;  balance  on  hand,. 
81,141.16. 

Resolutions  recommending  the  farther  increase  of  evening  schools, 
and  free  public  libraries;  on  motion  of  S  Austin,  seconded  by  Rev.  E. 
M.  Stone. 

Messrs.  Greene  and  Leech  were  appointed  to  arrange  with  the  Com- 
missioner for  meetings  of  the  Institute  in  different  parts  of  the  State. 

[The  Records  of  nix  meetings  are  not  preserved,  and  all  the  following 
numbers  are  increased  by  that  number.] 

Fifty-third  Meeting.— FIFTEENTH   ANNUAL   MEETING. — February  27lh, 

1859,  at  Providence. 

Report  of  the  Treasurer;  Election  of  Officers. 

The  Commissioner  of  Public  Schools  reported  meetings  of  the  Insti- 
tute during  the  year  at  North  Foster,  Chepachet,  Crompton,  Mashassuc, . 
and  two  at  Valley  Falls. 

Address  on  "  Education  in  the  Home,"  by  Rev.  W.  Barber. 


54  HISTORY    OF    THE 

Fifiy -fourth  Meeting. — SIXTEENTH  ANNUAL  MF.ETING. — January  '20th 
and  21st,  1800,  at  Providence. 

Election  of  Officers;  Report  of  the  Treasurer. 

Discussions  on  "Whispering  and  Intercommunication  among  Scholars," 
by  Messrs.  Cady,  Foster,  Smith,  Willard,  Perry,  and*  Leach ;  "Means  for 
Securing  Attention  in  School,"  by  Messrs.  Gam  well,  Foster,  Lacld, 
Mowry,  and  DeMunn;  "  The  Influence  of  Education  upon  the  Commu- 
nity,'1 by  Messrs.  A.  H.  Clapp,  J.  B.  Chapin,  Sears,  Stone,  and  Leach; 
"Written  Examinations."  by  Messrs.  Manchester,  DeMunn,  and  Snow. 

Remarks  on  "Means  of  Securing  Punctual  and  Regular  Attendance  at 
School,"  by  A.  W.  Godding. 

The  Rhode  Island  Schoolmaster  was  made  the  organ  of  the  Institu'e, 
and  a  Board  of  Editors  appointed,  after  discussion  by  Messrs.  Mowry, 
Ladd,  Foster,  Snow,  Godding,  Robbins,  Perry,  Stone,  Kent,  Pierce,  and 
Gamwell. 

Statement  of  "  The  Progress  of  Education  in  Rhode  Island,  and  the 
Work  of  the  Institute,"  by  E.  M.  Stone. 

Resolutions  of  sympathy  in  the  loss  by  death  of  John  J.  Stimson  and 
Dana  P.  Col  burn. 

Fifty-fifth  Meeting.— September  7th  and  8th,  1860,  at  Bristol. 

Lectures  on  "Obstacles  in  the  Way  of  Intellectual  Progress,"  by  Dr. 
Chapin;  u  Normal  Schools,  their  Origin,  History,  Claims  and  Results." 
by  Rev.  B.  G.  Northrop;  "Means  of  Obtaining  a  Knowledge  of  the 
English  Language,"  by  J.  Kendall;  "Vivacity  in  the  Teacher,"  by  D. 
Goodwin;  "  Physical  Training,"  by  Dr.  D.  Lewis. 

Discussions  on  "Too  Great  Attention  to  Arithmetic  in  our  Schools," 
by  Messss.  Cudy,  Kendall,  DeMunn,  Snow,  Robbins,  Manchester,  and 
Ladd  ;  '•  The  Subjects  of  the  Lectures,"  by  Messrs.  Mowry,  Pierce,  North- 
rup,  Ladd,  DeMunn,  Kendall,  Chase,  Mathewson,  and  Gallup;  "  The  In- 
terests of  the  Rhode  Island  Schoolmaster, ,"  by  Messrs.  DeMunn,  Mowry, 
Cady,  Kendall,  and  Willard. 

Fifty- sixth  Meeting.— October  12th,  1860,  at  East  Greenwich. 

Lectures  by  Messrs.  J.  M.  Talbot,  J.  Kend  ill,  and  Dr.  Lewis. 

Fifty  seventh  Meeting. — December  7th,  1860,  at  Blackstone. 

Lectures  by  Messrs.  8.  S.  Greene,  H.  K.  Oliver,  and  \V.  A.  Mowry. 

Fifty-eighth  Meeting.  —  January  18th  and  19th,  1861,  at  Centreville. 

Lecture  on  '•  Education,1'  by  Rev  A.  Gardiner. 

Discussions  on  "Teaching  Arithmetic:  its  Defects,  and  the  Better 
Way,"  by  Messrs.  DeMnnn,  Kendall,  and  Manchester;  "Education  of 
Young  Children,"  by  J.  Kendall;  "  Usefulness  of  Public  Examinations," 
by  Messrs.  DeMunn,  Manchester,  Laud,  Willard,  Snow,  Kistler,  Spauld- 
ing,  and  Kendall. 

Fifty-ninth  Meeting. — SEVENTEENTH  ANNUAL  MEETING-— January  25th 
and  26th,  1861,  at  Providence. 

Report  of  the  Treasurer;  Election  of  Ollieers  and  of  Board  of  Editors 
for  the  llhode  Island  Schoolmaster. 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  55 

A 

Lectures  on  "  The  Relation  of  Mental  Philosophy  to  Education,"  by  B. 
G.  Northrup;  "The  Sea,"  by  Rev.  L.  Swain. 

Discussion  on  "  The  Mechanical  Performance  of  Arithmetical  Opera- 
tions," by  Messrs.  Willard,  Stone,  Leach,  Green,  Mowry,  Ladd,  Eastman, 
Pierce,  Snow,  Manchester,  DeMunn,  Austin,  and  Kendall. 

Sixtieth  Meeting. — March  1st  and  2d,  1861,  at  South  Kingstown. 

Lectures  on  "  Unwritten  History,"  by  Rev.  A.  Woodbury ;  "  Writing," 
by  S.  A.  Potter. 

Discussions  on  "Means  of  Securing  Punctual  and  Constant  Attendance 
at  School,"  by  Messrs.  Gardiner,  Tefft,  Patten,  DeMunn,  and  Phelps; 
"  Reading,"  by  Messrs.  Grosvenor,  Biiggs,  Thurber,  Leach,  Potter,  De- 
Munn, Snow,  Tefft,  Gardiner,  and  Tucker;  "The  Best  Method  of  Teach- 
ing Arithmetic,"  by  Messrs.  Tefft,  Snow,  and  DeMunn. 

Sixty-first  Meeting. — November  22d  and  23d,  1861,  at  Carolina  Mills. 

Lectures  on  "  Education,"  by  II.  Rousmaniere;  "The  Most  Important 
Requisite  in  Teaching,"  by  J.  J.  Ladd;  "Class  Recitations,"  by  J.  Ken- 
dall. 

Discussion  on  "The  Present  Duties  of  Teachers  to  their  Country,"  by 
Messrs.  Greene,  Stanton,  Cady,  Tillirighast,  Kendall,  Tefft,  Seamans, 
Bailey,  DeMunn,  and  Ladd. 

Resolved,  That  contributions  of  one  cent  from  each  scholar  be  solicited, 
for  the  aid  of  wounded  soldiers. 

Sixty-second  Meeting. — December  20th  and  21st,  1861,  at  Peacedale. 

Lectures  on  "The  Relation  of  the  Mind  to  the  Body,"  by  H.  Ro'usman- 
iere;  "Teaching  Letters  and  Spelling,"  by  J.  Kendall. 

Discussions  on  "  Guarding  Children  Against  Temptation,  or  Teaching 
Them  to  Resist  It,"  by  Messrs.  Tefft,  Maryot,  M.  S.  Greene,  Rousman- 
iere, Miller,  Gorton,  Clark,  and  Coon;  "  Difficulties  in  Teaching  Geog- 
raphy," by  Messrs.  Tefft.  Greene,  Tillinghast,  Stanton.  and  others; 
"  Method  of  Illustrating  Decimal  Fractions,"  by  Messrs.  Tefft,  Davis, 
Stanton,  Tillinghast,  Peckham,  Bentley,  Greene,  and  others;  "Good 
Order  in  Schools,"  by  Messrs.  Mowry.  Stanton,  Briggs.  Tillinghast,  Ken- 
neth, and  Coon;  "Recitations  in  Reading,"  by  Messrs.  Thurber,  Davis, 
Tefft,  Briggs,  Miner,  and  Coon;  "Securing  Prompt  Attendance  at 
School,"  by  Messrs.  Clark,  Kendall,  Stanton,  and  Mowry. 

Remarks  on  "The  Duty  of  Teachers  to  their  Country,"  by  W.  A. 
Mowry. 

Sixty-third  Meeting. — January;4th  and  5th.  1862,  at  Chepachet. 

Lectures  on  '•  Principles  of  True  Education,  and  the  Difficulties  Which 
Oppose  It,"  by  II.  Rousmaniere;  "Arithmetic  and  its  Abbreviations," 
by  N.  W.  DeMunn;  "Book-Keeping  in  Common  Schools,"  by  S.  A.  Pot- 
ter. 

Discussions  on  "The  Best  Method  of  Teaching  Writing  and  Spelling," 
"The  Connection  of  Oral  and  Written  Arithmetic,"  "  How  Far  English 
Composition  Should  be  Taught."  by  Messrs.  Rousmaniere,  Chase,  Brown, 
Peckham,  Mowry,  and  others;  "The  Control  of  Teachers  over  their 
Pupils  out  of  School." 


56  HISTORY   OF   THE 

4 

Sixty-fourth  Meeting.— EIGHTEENTH  ANNUAL  MEETING.— January  31st 
and  February  1st,  1862,  at  Providence. 

Reports  of  Treasurer  and  Recording  Secretary;  .Election  of  Officers. 

Lectures  on  "The  Comforts  and  Pleasures  of  School-keeping,"  by  Rev. 
L.  Whiting;  "Culture  of  the  Voice,"  by  S.  Monroe,  "  Engli&h  History," 
by  G.  Palmer. 

Discussion  on  "  Good  Discipline  in  School  and  How  Maintained,"  by 
Messrs.  Willard,  Cady,  Mowry.'Ladd.  G.  T.  Day,  and  J.  M  Talcott. 

Recitations  in  "Arithmetic,"  conducted  by  N.  W.  DeMunn;  in 
"  English  Grammar,"  conducted  by  A.  J.  Manchester 

Appointment  of  a  permanent  committee  to  conduct  the  publication  of 
the  Rhode  Island  Schoolmaster. 

Resolution,  moved  by  E.  M.  Stone,  recommending  an  increase  of 
evening  schools. 

Sixty-fifth  Meeting.— February  28th  and  March  1st,  1862,  at  Centrevillc, 
(Warwick.) 

Lectures  on  "  Writing,"  by  S.  A.  Potter:  "  The  Comforts  and  Pleasures 
of  School-keeping,"  by  L.  Whiting,  "Spelling,"  by  J.Kendall;  "The 
Study  of  the  U.  S.  Constitution  in  our  Schools,"  by  W.  A.  Mowry. 

Discussion  on  "  The  Teacher's  Sphere  of  Usefulness,"  by  Messrs. 
Husted,  Leader,  Brayton,  and  Cooke. 

Recitations  in  " English  History,"  conducted  by  D.  R.  Adams;  "The 
Art  of  Map-drawing,"  conducted  by  S.  A.  Briggs. 

Sixty-sixth  Meeting—  April  llth  and  12th,  1862,  at  Wickford. 

Lecture  on  "The  Teacher;  his  Works,  and  his  Rewards,"  by  A.  J. 
Manchester. 

Discussions  on  "The  Defects  in  Our  Public  Schools,"  by  Messrs.  Allen, 
Chudsey,  Slocnrn,  Potter,  and  others;  "The  Relative  Duties  of  Parents, 
Teachers,  and  Pupils,"  by  Messrs.  Ladd,  and  DeMunn  ;  "  Reading,"  by 
Messrs.  Manchester  and  DeMunn ;  '  The  Present  Duties  of  Teachers 
,to  their  Country,"  by  Messrs.  Snow,  Slocum,  and  others. 

Remarks  on  "  Penmanship,"  by  S.  A.  Potter. 

Exercises  in  "  Reading,"  conducted  by  F.  B.  Snow. 

Sixty-seventh  Meeting. — November  21st  and  22d,  1862,  at  Westerly. 

Lectures  on  "The  Qualifications  of  the  Teacher,"  by  J.  Kendall; 
"Education  Out  of  School,"  by  Rev.  II.  Lincoln. 

Discussions  on  "  The  Responsibility  of  Teachers  for  the  Punctuality 
,and  Attendance  of  Scholars."  by  Messrs.  Kendall,  Foster,  Griswold, 
Woodbvidge,  Teffl,  Greene,  and  Whitman;  "Means  of  Making  Rhode 
Island  Pupils  Fair  Spellers,"  by  Messrs.  Kendall.  Griswold,  and  Greene; 
"  Educating  a  Community  to  a  Right  Appreciation  of  Good  Teachers  and 
Schools,"  by  Messrs.  Tefft,  Foster,  and  Greene;  -'The  Best  Method  of 
Presenting  Decimals  and  Percentage,"  by  Messrs.  DeMunn,  Kendall, 
Foster.  Ladd,  Greene,  and  others;  "  Elevating  the  Standard  of  Schools, 
and  Exciting  Pupils  to  Greater  Diligence,"  by  Messrs.  Kendall,  and 
Kenyon. 


RHODE     ISLAND    INSTITUTE    OF   INSTRUCTION.  57 

Sixty-eighth  Meeting. — December  5th  and  6th,  1862,  at  Wiekford. 

Lectures  on  "Object  Lessons," by  J.  Kendall;  "Nature's  Hieroglyphs," 
by  Rev.  C.  H.  Fay. 

Discussions  on  "The  Dependence  of  Teachers  upon  Text-Books;" 
"  The  Responsibility  of  Teachers  for  the  Lack  of  a  Delicate  Moral  Tone 
in  their  Pupils,"  by  Messrs.  Snow,  Kendall,  and  others. 

Sixty-ninth  Meeting.— December  19th  and  20th,  1862,  at  Pawtucket. 

Lectures  on  "The  Progress  of  Public  Schools,"  by  Rev.  G.  Taft; 
"  Book-keeping."  by  S.  A.  Potter;  '-The  Duties  of  Parent  Citizens  to 
their  Public  Schools,"  by  H.  Rousmaniere;  ""The  Scholar  and  his 
Country."  by  Rt.  Rev.  T.  M.  Clark. 

Poem  on  "  Nature  and  its  Revelations,"  by  W.  M.  Rodman. 

Class  exercises  in  "  Spelling,"  conducted  by  J.  Kendall,  with  remarks 
by  Messrs.  Snow,  Willard,  DeMunn,  and  others;  "Reading,"  conducted 
by  F.  B.  Snow. 

Discussion  on  "  The  Moral  Influence  of  Teachers  upon  their  Pupils  in 
and  out  of  School,"  by  Messrs.  Willard,  Howry,  Gamwell,  Ladd,  and 
others. 

Seventieth  Meeting. — January  9th  and  10th,  1863,  at  Newtown,  (Ports- 
mouth.) 

Lectures  on  "The  Benefits  of  School  Libraries,"  by  Rev.  S.  D.  Cogges- 
hall;  "  The  True  Relation  of  School  and  Home,  Teacher  and  Pai'eut," 
by  T.  W.  Bicknell ;  "  The  Cultivation  of  a  Taste  for  the  Beauties  of 
Nature,"  by  I.  F.  Cady. 

Discussions  on  "School  Libraries,"  by  Messrs.  Kendall,  Rousmaniere, 
Coggeshall,  and  Arnold;  "The  Assignment  of  Lessons  to  be  Studied  at 
Home,"  by  Messrs.  Kendall,  Arnold,  Gifford,  and  others;  "Preventing 
Whispering  and  Motion  of  the  Lips  while  Studying,"  by  S.  D.  Coggeshall; 
"  The  Importance  of  the  Cooperation  of  Parents,"  by  Messrs.  Rousman- 
iere, Cady,  Belden,  and  Kendall ;  "  The  Assumption  of  Unwarranted 
Authority  by  Teachers,"  by  Messrs.  Bicknell,  Cady,  and  Belden; 
"  Method  of  Commencing  the  Study  of  Geography,"  by  Messrs.  Cady, 
Kendall,  Chapman,  and  others, 

Sevcnty-Jir^t  Meeting. — NINETEENTH  ANNUAL  MEETING. — January  30th 
and  ?>lst,  1H63.  at  Providence. 

Report  of  the  Treasurer;  total  amount  of  funds,  81,237.61;  Election  of 
Officers. 

Lertures  on  "English  Grammar,"  by  Prof.  S.  S.  Greene;  "The  Im- 
portance and  Mode  of  Training  the  Senses,"  by  Rev.  B.  G.  Northrup; 
"Physical  Geography,"  by  B.  Harrison. 

Discussions  on  "  The  Responsibility  of  the  Teacher  for  the  Moral  Con- 
duct of  His  Pupils,"  by  Messrs.  Cady,  and  DeMunn;  "English  Gram- 
mar," by  Messrs.  Cady,  Willard,  Tefft,  Belden,  Manchester,  DeMunn, 
and  Nortlirup;  "The  necessity  of  Sustaining  the  Rhode  Island  bchool- 
maxtcr,"  by  Messrs.  Matteson,  Northrup  and  Ladd. 

Class  exercises  in  "  Object  Teaching,"  conducted  by  N.  A.  Calkins; 
"  Spelling  and  Reading,"  by  a  class  of  colored  children. 
8 


58  HISTORY    OF    THE 

Messrs.  Ladd  and  DeMunn  appointed  to  memorialize  the  legislature  for 
an  act  of  incorporation. 

Seventy-second  Meeting. — February  19th  and  20th,  1863,  at  Ashaway. 

Lectures  on  "The  Teacher  and  His  Work,''  by  J.  J.  Ladd;  "The 
Duties  of  Parents  and  the  Public  in  Regard  to  Schools,"  by  H.  Rousman- 
iere;  "School  Tactics,"  by  J.  Kendall. 

Discussions  on  "  Methods  of  Securing  Greater  Punctuality  in  Schools," 
by  Messrs.  Langworthy,  Saunders,  Greene,  Kenneth,  Maryott,  Davis, 
Ladd,  Collins,  Stanton,  Vincent,  Morton,  Coon,  Rev.  J.  Clark,  Rev.  H. 
Clark,  and  Lewis;  "The  Use  of  Text-Books  in  Recitations,"  by  Messrs. 
Ladd  and  Kendall. 

Class  exercise  in  "  BassinTs  Method  of  Teaching  Music,"  conducted  by 
J.  M.  Stillman. 

Seventy-third  Meeting. — March  6th  and  7th,  1863,  at  Kingston. 

Lectures  on  "The  Scale  on  which  the  Universe  is  Built,"  by  J.  Ken- 
dall; "Mental  Science,"  by  H.  Rousmaniere. 

Poem  on  "  The  Golden  Era,"  by  A..  J.  Foster. 

Discussion  on  the  use  of  Text-Books  in  Recitations,"  by  Messrs.  Ken- 
dall, Eastman,  Greene,  Rousmaniere,  Tefft,  and  others. 

Seventy-fourth  Meeting. — ,  at  River  Point. 

Lectures  on  "English  Grammar,"  by  A.  A.  Gamwell;  •' ," 

by.  Rev.  J.  M.  H.  Dow. 

Discussions  on  "  The  Best  Method  of  Teaching  Geography,"  by  Messrs. 
Rousmaniere,  Aklrich,  Fuller,  Harrison,  Seamans,  Eldridge,  and  Gal- 
lup; "  The  Most  Prominent  Faults  in  our  Common  Schools,"  by  Messrs. 
Rousmaniere,  Matteson,  Eastman,  Willard,  Gamwell,  Spaulding,  and 
Kent. 

Remarks  on  "Penmanship,"  by  B.  Harrison. 

Seventy-fifth  Meeting.— November  24th  and  25th,  1863,  at  Westerly. 

Lectures  on  "The  Study  of  the  English  Language,"  by  W.  A.  Mowry; 
"  Duties  of  Parents  to  the  School,"  by  Dr.  J.  B.  Chapin;  "Entrance  to 
the  Public  High  Schools  Should  be  Determined  by  Scholarship,  Ascer- 
tained by  Competitive  Examination,"  by  lion.  H.  Barnard. 

Discussions  on  "  The  Extent  to  which  Teachers  Should  Assist  their 
Pupils,"  by  Messrs.  Foster,  Greene,  Mowry,  Chapin,  and  others;  "The 
Greatest  Evil  in  our  Schools,  and  its  Remedy,"  by  Messrs.  Ladd.  Ames, 
Mowry,  and  others. 

School  Reports  were  given  by  Messrs.  Greene.  Woodbridge,  Coon,  Til- 
linghast.  Inman,  Collins,  Foster,  Kenyon,  Robbins  and  Moury. 

Exercises  in  Gymnastics,'  by  Messrs.  Trine  and  Wood. 

Seventy- sixth  Meeting.— December  llth  and  12th,  1863,  at  North  Scituate. 

Lectures  on  "The  Good  Teacher,"  by  Rev.  Lyman  Whiting;  "Vitality 
in  the  School-room,"  by  John  J.  Ladd. 

Discussions  on  "  The  Extent  and  Mode  of  the  Teacher's  Help  to  His  Pu- 
pils in  Mathematics,"  "  The  Use  of  the  Blackboard  in  English  Grammar," 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  59 

"  Methods  of  Teaching  Spelling,"  "  Proper  and  Improper  Penalties  for 
Defective  Recitations,  or  Bad  Conduct,"  "  Topical  Recitations." 

Seventy-seventh  Meeting.— January  15th  and  16th,  1874,  at  Centreville. 

Lectures  on  "  The  Obstacles  in  the  way  of  Successful  Teaching."  by  J. 
B.  Chapin;  "The  Teacher's  Motives  and  Difficulties,"  by  A.  J.  Man- 
chester. 

Discussions  on  "The  Schools  of  Rhode  Island  Compared  with  those  of 
Twenty  Years  Ago,"  by  Messrs.  Rousmaniere,  Husted,  Adams,  Seamans, 
Stone,  and  Matteson;  "The  Teaching  of  Music  in  our  Schools,"  by 
Messrs  Rousmaniere,  Gallup,  Matteson,  Ladd,  Spencer,  Berry,  and  Kent; 
"The  Obstacles  to  the  Success  of  our  Schools,"  by  Messrs.  Ladd,  Spauld- 
ing,  Rousmaniere,  and  Mowry. 

Reports  from  Schools,  by  Messrs.  Kent,  Berry,  GaPup,  Bates,  Man- 
chester, Edwards,  Eastman,  Tefft,  Robbins,  Spaulding  and  Mowry. 

Exercises  in  Gymnastics,  by  Dr.  Wood. 

Remarks  eulogistioof  the  lamented  D.  P.  Colbourn,  by  Messrs.  Ladd' 
Mowry,  and  Austin. 

Seventy-eighth  Mcctiny.— TWENTIETH  ANNUAL  MEETING.— January  29th, 
and  30th,  1864,  at  Providence. 

Election  of  Officers. 

Lectures  on  "  Morning  Glories,"  by  J.  Kendall ;  "  Object  Teaching," 
by  I.  F.  Cady;  "  The  Study  of  History,"  by  Rev.  B.  Sears;  "The  Rela- 
tion of  the  Scholar  to  the  Rebellion,"  by  J.  T.  Edwards;  "Self  Educa- 
tion," by  J.  D.  Philbrick ;  "Physical  Geography,"  by  Prof.  S.  Tenney; 
"  The  Relations  of  Parents  to  the  School."  by  T.  W.  Ricknell. 

Report  on  the  history  and  conduct  of  the  PJiode  Island  Schoolmaster 
during  the  year,  by  N.  W.  DeMunn. 

Seventy- ninth  Meeting  —February  12th  and  13th,  1864,  at  Woonsocket. 

Lectures  on  "Familiar  Topics,"  by  J.  Kendall;  "Supervision  of 
School,"  by  Rev.  B.  S.  Northrup;  "Relation  of  the  Scholar  to  the  Rebel- 
lion," by  J.  T.  Edwards;  "  Education  and  Physical  Interests,"  by  Hon. 
J.  B.  (  hapin. 

Discussions  on  "Parental  Interest  in  Schools,"  "Object  Teaching  as  a 
System,"  "  Physical  Culture,"  "Defects  in  Public  Schools." 

Eightieth  Mectiny.—  June  3d  and  4th,  1864,  at  flarrisville. 

Lectures  on  "The  Education  of  the  Freedmen,"  by  Rev.  A.  Root; 
"Reading.'1  by  F.  B.  Snow;  "  Primary  Geography,"  by  T.  W.  Bi.-knell; 
"  The  Educational  Improvements  of  Twenty-live  Years,"  by  I.  F.  Cady. 

Discussions  on  "  The  Best  Means  of  Securing  Regular  Attendance  at 
School  by  Messrs.  Steere,  Mel  calf,  and  Webb;  "The  Evils  of  a  Frequent 
Change  of  Teachers,  and  the  Remedy,"  by  Messrs.  Cady,  Bicknell.  and 
Mowry;  "  Method  of  Teaching  Writing  in  Common  Schools,"  by  Messrs. 
Webb.  Steere,  and  others;  "  Teaching  Beginners  in  Arithmetic  the  Pro- 
cess Before  the  Reasoning,"  by  Messrs.  Snow,  and  Mowry;  "  Requiring 
Pupils  to  give  Information  of  Offenses,"  by  Messrs.  Mowry,  Cady,  Webb, 
Steere,  and  others. 


60  HISTORY    OF   THE 

Eighty-first  Meeting.— Phcnix,  October  7th  and  8th,  1864. 

The  Institute  held  the  first  of  its  series  of  meetings  for  the  season  in 
this  village. 

The  question.  "  At  What  Age  Should  Children  Commence  Taking 
Writing  Lessons,  and  When  Should  They  Begin  the  Study  of  Geography 
and  Grammar?"  was  discussed  by  Hon.  Henry  Rousmaniere,  Rev.  B. 
P.  Byram,  Messrs.  Kent  Seamans,  and  Spaulding. 

Class  exercise  in  Spelling,  conducted  by  Mr.  J.  R.  Kent. 

"  Ought  Parents  to  be  Compelled  to  send  their  Children  to  School?" 
discussed  by  Hon  Henry  Rousmaniere,  Rev.  Charles  H.  Titus,  Rev.  B. 
P.  Byram,  and  Messrs.  Seamans,  and  Spaulding. 

Evening  session. — Mr.  Harris  R.  Greene,  Principal  of  the  Worcester, 
Mass.,  High  School,  delivered  a  lecture  "On  the  Moral  Influence  of  the 
Teacher  in  the  School  Room." 

Saturday  morning.— Mr.  A.  A.  Gamwell,  of  Providence,  presented  the 
following  subject,  "How  to  Teach  Pupils  the  Use  of  the  English  Lan- 
guage, and  its  History  as  the  Work  of  Man  ;  "  lecture,  "  Strike  while  the 
Iron  is  Hot,"  by  Rev.  James  T.  Edwards. 

Afternoon  session. — The  question,  "  What  are  the  Most  Apparent 
Hindrances  to  the  Elevation  of  Public  Schools?  "  was  discussed  by  Hon. 
Henry  Rousmaniere,  Rev.  J.  T.  Edwards,  the  President,  and  N.  W.  De- 
Munn.  The  customary  vote  of  thanks  to  lecturers,  and  for  hospitality, 
were  passed.  Adjourned. 

Eighty -second  Meeting.— East  Greenwich,  October  21st  and  22d,  1854.  A 
large  assembly  met  in  the  Seminary  Chapel.  Remarks,  by  the  President, 
William  A.  Mowry  The  first  subject  presented  was,  "What  are  Mile 
Stones  Marking  Educational  Progress?"  discussed  by  Hon.  Henry 
Rousmaniere,  Rev.  J.  T.  Edwards,  Professor  J.  Eastman,  Rev.  S.  A. 
Crane,  D.  D..  and  Dr.  Eldredge;  second  topic,  "What  Studies  Demand 
More  Attention  in  our  Public  Schools  than  they  now  Receive?' 'discussed 
by  the  President,  Rev.  Messrs.  Edwards,  and  Crane,  and  Commissioner 
Chapin.  Singing,  by  a  class  of  ladies  and  gentlemen  under  the  direction 
of  Professor  Tourjee. 

Evening  session.— The  second  topic  of  the  afternoon  was  further  dis- 
cussed. Rev.  J.  H.  McCarty  delivered  a  lecture  upon  "The  Lights  and 
Shadows  of  the  School  Room.  Professor  Tourjee,  with  his  class,  sang  a 
portion  of  Rossini's  "  Stabat  Mater,"  with  fine  effect. 

Saturday  morning.— Business. — Commissioner  Chapin  urged  the  im- 
portance of  establishing  on  a  firmer  basis  a  Suite  Normal  School.  A 
committee  of  one  from  each  county  was  appointed  to  prepare  a  set  of 
questions  for  discussion  at  the  coming  Institutes,  and  report  the  same  at 
the  next  meeting.  The  question,  "  What  Considerations  are  Sufficient  to 
Warrant  a  Change  in  Text-Books?  "  was  discussed  by  Messrs.  Kendall, 
Chapin,  DeMunn,  and  Edwards. 

Afternoon  session.— Questions  were  answered  relative  to  "  Correcting 
whispering,  loud  study,  tardiness,"  etc.  The  claims  of  the  Rhode  Island 


ERODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  61 

Schoolmaster  were  urged  by  Mr.  DeMunn.  Thirty-two  subscriptions 
were  obtained.  The  customary  resolutions  of  thanks  were  passed,  and 
after  a  song  by  Professor  Tourjee's  music  class,  the  Institute  adjourned. 
The  members  were  1'eceived  on  the  Seminary  grounds  by  the  "  Seminary 
Guards,"  and  escorted  to  the  depot. 

Eighty-third  Meeting. — East  Providence,  November  18th  and  19th,  1864. 
Hon.  Joshua  B.  Chapin,  Commissioner  of  Public  Schools,  delivered  a 
discourse  on  "  The  True  Teacher,"  several  points  of  which  were  discussed 
by  President  Mowry,  and  Rev.  G.  M.  P  King 

Evening  session. — "The  Importance  of  the  Cooperation  of  Parents 
With  Teachers,  and  the  Best  Method  of  Securing  It,"  was  discussed  by 
Messrs.  Mowry,  King,  and  others.  Rev.  Leonard  Swain,  D.  D.,  of 
Providence,  delivered  a  lecture  upon  "  Puritan  Education." 

Saturday  morning. — "  English  Grammar  in  Connection  with  Analysis," 
was  presented  by  Mr.  Francis  B.  Snow,  and  discussed  by  Messrs.  Barney, 
Mowry,  Kendall,  Cady,  Chapin,  Gam  well,  and  others;  "Lessons  from 
Nature,"  was  a  topic  considered  by  Mr.  I.  F.  Cady. 

Afternoon  session. — The  importance  of  parental  cooperation  was  fur- 
ther discussed.  Mr.  Joshua  Kendall  read  a  paper  on  "  Difficulties 
Arising  in  the  School  Room."  The  committee  appointed  at  the  last  meet- 
ing of  the  Institute  to  prepare  a  series  of  questions  for  discussion,  re- 
ported. These  questions  embraced  a  consideration  of  the  utility  of  the 
Normal  School,  more  uniform  and  more  thorough  examinations,  the 
modification  required  in  the  school  laws,  what  will  authorize  establish- 
lishing  a  Grammar  or  High  School  in  the  country  towns,  ft  was  also, 
announced  that  a  meeting  of  School  Committees,  Trustees,  Superintend- 
ents, and  others,  for  mutual  consultation  would  be  held  in  Providence  at 
the  next  annual  meeting.  After  passing  resolutions  of  thanks,  the  Insti- 
tute adjourned. 

Eighty-fourth  Meettny. — TWENTY-FIRST  ANNUAL  MEETING. — Providence, 
January  27th  and  28th,  1865. 

The  annual  meeting  of  the  Institute  was  held  in  the  vestry  of  the 
Richmond  Street  Church. 

Election  of  Officers. 

The  meeting  was  opened  with  devotional  exercises  by  Rev.  Mr.  Rich- 
ardson, pastor  of  the  church.  The  President,  Mr.  Mowry,  made  an 
address  of  welcome  to  the  teachers.  Various  committees  were  appointed. 
Professor  J.  Eastman,  of  the  Providence  Conference  Seminary,  gave  a 
lecture  upon  "Duties  of  the  Teacher  to  Himself.1' 

Afternoon  session. — The  State  Commissioner,  in  behalf  of  a  commit- 
tee appointed  to  memorialize  the  General  Assembly  for  an  appropriation 
to  establish  an  "  Experimental  School"  in  "  Object  Teaching,''  reported 
that  they  had  attended  to  the  duty  assigned  them,  but  without  being  able 
to  effect  anything  in  accordance  with  the  resolution.  Lecture,  "English 
Composition,"  by  Rev.  S.  A.  Crane,  I).  D.,  of  East  Greenwich.  Address 
on  the  same  subject  by  Professor  Robinson  P.  Dunn,  of  Brown  Univer- 
sity. 


62 


HISTORY    OF    THE 


Evening  session.— Mu=ic,  by  the  "Orpheus  Club."  Lecture  by  Rev. 
E.  B.  Webb,  of  Boston ;  subject,  "  Given,  a  Man — How  to  Make  the 
Most  of  Him  " 

Saturday  morning.— Mr.  N.  W.  DeMunn  reported  in  relation  to  the 
Rhode  Island  ticJioolmaster.  Lecture  ly  E.  A.  Sheldon,  Esq.,  Superin- 
tendent of  Schools  at  (,'swego,  N.  Y.,  on  "Child  Culture  by  the  Methods 
of  Object  Teaching." 

Editors  of  the  Rhode  Island  ScJioolmasler  for  the  ensuing  year  were 
elected.  Lecture  on  "  Ventilation,"  by  D.  B.  Thayer,  Esq.,  of  Jamaica 
Plains.  Mass. 

Afternoon  session. — Lecture  on  "  History,"  by  Rev.  Barnas  Sears,  D.  D* 
ol  Brown  University.  Resolutions  of  thanks  to  the  several  lecturers, 
the  "  Orpheus  Club,"  the  Richmond  street  society,  and  the  several  rail- 
roads for  free  return  tickets  to  teachers  and  other  friends  of  education 
passing  over  them,  were  passed.  Also  a  resolution  of  thanks  and  good 
wishes  to  Mr.  Joshua  Kendall,  who  had  resigned  the  Principalship  of  the 
State  Normal  School.  Adjourned. 

Eighty-fifth  Meeting.— New  town,  (Portsmouth),  December  22d  and  23d, 
1865. 

The  Institute  met  at  Masonic  Hall.  It  was  expected  that  Commis- 
sioner Chapin  would  deliver  a  lecture  on  Thursday  evening,  but  owing 
to  a  severe  storm,  he  was  unable  to  reach  the  island.  In  place  of  the 
lecture  the  "  Eight  Hour  System  of  Labor,"  was  discussed. 

Friday  morning  — "  Arithmetic  and  the  Principles  of  Substraction," 
were  discussed.  In  the  afternoon,  '•  The  Best  Methods  of  Teaching 
Grammar"  were  discussed,  by  Messrs.  Mowry,  Baggs,  Inman,  and 
Bicknell.  In  the  evening  Mr.  Bicknell,  Principal  of  the  Arnold  Street 
Grammar  School,  Providence,  read  a  lecture  on  "The  Teacher's  Com- 
pensation," President  Mowry  spoke  of  "The  Relations  of  the  School  to 
the  State,  and  the  Duties  of  Parents,  School  Officers,  and  Friends  of 
Education  in  Elevating  the  Standard  of  our  Public  Schools." 

Saturday  morning. — "School  Discipline,"  was  discussed  by  Messrs. 
Morse,  Thomas  and  Mowry.  Mr.  Albert  J.  Manchester,  of  Providence, 
gave  a  lecture  upon '-The  Teacher,  His  Works  and  Rewards."  Mr.  S. 
A.  Potter,  author  of  Potter  &  Hammond's  series  of  writing  books,  ex- 
plained the  principles  of  his  system  of  penmanship,  giving  illustrations 
on  the  blackboard.  Adjourned. 

Eighty-sixth  Meeting. — Lonsdale,  December  29th  and  30th,  1865. 

The  Institute  met  in  the  HigH  School  room.  "  School  Discipline"  was 
discussed  by  Messrs.  Chapin,  Mowry,  Lansing,  and  Ross.  The  evening 
session  was  held  in  the  Sunday  School  room  of  Christ  Church.  A  lec- 
ture on  "  The  Sensibilities  "  was  delivered  by  Rev.  B.  G.  Northrup,  of 
Saxonville.  Mass.  Ei'astus  Richardson,  Esq.,  of  Woonsockel,  read  a  racy 
poem  on  "  The  (lift  of  Speech." 

Saturday  morning. — A  lecture  on  "Grammar"  was  given  by  Mr.  A. 
Gamwell,  of  Providence.  The  subject  of  the  Rhode  Island  Sclwolmaster 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  63 

was  presented,  .and  a  large  number  of  subscriptions  obtained.     Resolu- 
tions of  thanks  were  passed,  and  the  Institute  adjourned. 

Eiyhty-siith  Meeting.— TWENTY-SECOND  ANNUAL  MEETING.— Providence, 
January  26th  and  27th,  1866. 

Election  of  Officers. 

The  Institute  met  in  the  vestry  of  the  Centi-al  Congregational  Church, 
and  a  hearty  address  of  welcome  was  made  by  Rev.  Leonard  Swain, 
D.  D.  Various  committees  were  appointed.  Professor  Robinson  P. 
Dunn,  of  Brown  University,  delivered  a  lecture  upon  "  The  Study  of 
English  Literature." 

Afternoon  session.— A  lecture  by  Professor  Samuel  S.  Greene,  of  Brown 
University,  "Teaching  as  an  Answer  to  the  Internal  Want  of  the  Pupil." 
A  lecture  by  Professor  J.  Lewis  Diman,  of  Brown  University,  on  "Poli- 
tical Education  in  Public  Schools."  President  Sears  spoke  briefly  in  sup- 
port of  the  views  presented  in  the  lecture. 

Evening  session. — Lecture  on  ".The  Educational  Mission  at  the  South," 
by  Colonel  T.  W.  Higginson,  of  Newport. 

Saturday  morning.— Resolutions  were  introduced  by  Professor  Dunn, 
and  unanimously  adopted,  in  grateful  recognition  of  the  important  ser- 
vices to  the  cause  of  education,  rendered  by  the  late  Rev.  Francis  Way- 
land,  D.  D.,  LL.  D.  S.  H.  Taylor,  LL.  D.,  of  Phillips  Academy, 
Andover,  Mass.,  gave  a  colloquial  lecture  upon  the  "Topography  of 
Rome." 

Afternoon  session. — The  Board  of  Editors  of  the  Itlwde  Island  School- 
master was  elected.  Professor  Josiah  P.  Cooke,  Jr.,  of  Harvard  Univer- 
sity, delivered  a  lecture  upon  "The  Value  of  Scientific  Studies  as  a 
Means  of  Discipline."  The  interests  of  the  Schoolmaster  were  presented. 
Resolutions  of  congratulation  and  also  of  thanks  were  presented  and 
adopted.  Likewise  resolutions  of  gratitude  upon  the  return  of  peace  and 
the  altered  condition  of  the  country.  A  short  closing  address  was  made 
by  President  Bicknell,  and  the  Institute  adjourned. 

Eiyhiy-seventh  Meeting. — Peaccdale,  February  15th  and  16th,  1866,  after- 
noon session. 

The  Institute  met  in  Hazard's  Hall,  and  was  cordially  welcomed  by 
Rev.  M.  AVilliams.  The  subject,  "Ought  Parents  to  Visit  Schools?" 
was  discussed  by  Messrs.  Bicknell,  Aldrich,  Tefft,  Collins,  and  Wil- 
liams. A  discussion  followed  on  "  Whispering  in  School,"  which  was 
participated  in  by  {he  President,  and  Messrs.  Hazard,  Williams,  Rich- 
mond, Teftt,  Collins,  and  Aldrich. 

Evening  session.  — Lectures  were  delivered  on  "  The  Legend  of  Rocks," 
by  Mr.  M.  A.  Aldrich,  of  Providence;  on  "School  Morale,"  by  Mr. 
Francis  B.  Snow,  of  Providence;  on  "  Moral,  Physical  and  Intellectual 
Culture,"  by  Hon.  Rowland  G.  Hazard,  of  Peacedale. 

Saturday  morning. — "  School  Morale  "  was  discussed  by  Messrs.  De- 
Munn,  and  Williams.  A  lecture  was  read  by  Mr.  F.  B.  Snow,  on 
"Reading,"  and  another,  by  Mr.  N.  W.  DeMunn,  on  "Some  of  the  Best, 


64  HISTORY     OF    THE 

Methods  of  Teaching  Arithmetic."  Remarks  on  the  same  subject  were 
made  by  Mr.  Hazard.  Resolutions  of  thanks  to  lecturers,  and  also  for 
hospitable  entertainment,  were  passed.  Adjourned. 

Eighty-eighth  Meeting. — Newport,  March  1st,  2d  and  3d,  1866. 

The  Institute  temporarily  organized  on  Thursday  evening,  and  Com- 
missioner Chapin  delivered  a  lecture  on  "  Education,  its  Importance  and 
Results." 

Friday  morning. — An  address  of  welcome  was  given  by  Rev.  Charles 
H.  Malcom,  to  which  President  Bicknell  responded.  Rev.  Cyrus  H.  Fay, 
of  Providence,  delivered  a  lecture  upon  "  Some  of  the  Evils  of  our  Sys- 
tem of  Instruction." 

Afternoon  session. — Mr.  S.  A.  Potter,  of  Providence,  delivered  an  ad- 
dress on  "  Moral  Instruction  in  Schools."  A  resolution  declaring  it  to 
be  "the  duty  of  those  in  authority  to  shorten  the  daily  sessions  of  the 
Public  Schools,"  was,  after  discussion,  adopted.  Mr.  F.  B.  Snow,  of 
Providence,  read  a  lecture  on  "  Moral  Instruction  in  Schools;  How  to 
Teach  It,  and  When  to  Teach  It." 

Evening  session. — Lecture  by  Rev.  S.  Reed,  of  Providence,  on  "What 
I  Saw  in  a  Nine  Miles  Walk  in  the  Mammoth  Cave." 

Saturday  morning. — Discussion,  "  The  Necessity  and  Means  of  Inter- 
esting the  Pupil,"  participated  in  by  Messrs.  Higginson,  White,  Talbot, 
Ladd,  and  Snow.  Lecture  by  Professor  Samuel  S.  Greene,  of  Brown 
University,  upon  "  Teaching  as  Satisfying  an  Internal  Want  of  the  Pupil," 
Mr.  John  J.  Ladd  gave  a  familiar  talk  on  "  School  Discipline."  The 
claims  of  the  Rhode  Island  Schoolmaster  were  presented.  Resolutions  of 
thanks  for  the  hospitality  extended  to  the  members  of  the  Institute  were 
passed  ;  also,  to  the  several  lecturers,  to  the  railroad  companies,  and  to 
the  American  Steamboat  Company,  for  special  favors  received. 

Adjourned. 

Eighty-ninth  Meeting.— Pawtuckel,  October  10th,  llth  and  12th,  1866. 

The  Institute  met  in  the  lecture  room  of  the  Methodist.  Episcopal 
Church.  Words  of  welcome  were  spoken  by  Rev.  Mr.  Church,  and  re- 
plied to  by  the  President. 

Dr.  Lowell  Mason  gave  a  lecture  on  "  The  Best  Methods  of  Teaching 
the  Art  of  Vocal  Music."  Prof.  F.  S.  Jewell,  of  the  Slate  Normal  School, 
at  Albany,  N.  Y.,  gave  a  class  exercise  in  Spellin  t.  Dr.  Chapin  closed 
the  exercises  of  the  morning  with  a  few  pertinent  remarks  on  the  lecture. 

Wednesday  afternoon. — Class  exercise  on  "  Writing,"  by  Mr.  Bowler. 
Class  exercise  in  "  Arithmetic,"  conducted  by  Mr.  J.  F.  Clatiin,  Princi- 
pal of  the  High  School  in  Worcester,  Mass.  Colloquial  lecture  on 
'  Grammar  and  Analysis,"  by  Professor  Jewell.  Lecture  on  '-The True 
Uses  of  History,"  by  President  Sears  of  Brown  University. 

Thursday  morning. — Exercise  on  "Vocal  Music,"  by  Dr.  Mason.  A 
paper  on  "Declamation,"  by  Mr.  Claflin.  Class  exercise  in  "Geogra- 
phy," by  Professor  Jewell. 

Afternoon  session. — Second  exercise  on  "Writing,"  by  Mr.  Bowler. 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION.  65 

Exercises  on  " Reading,1' and  on  "Fractions,"  by  Mr.  G.  N.  Bigelow. 
Lecture  on  "  Geometry,"  by  Professor  S.  S.  Greene. 

Evening  session.— Lecture  on  "Temperance,"  by  Dr.  Charles  Jewett, 
of  Worcester,  Mass. 

Friday  morning.  — Lecture  on  "The  Principles  and  Uses  of  Music,"  by 
Dr.  Mason.  Lesson  in  'Notation,"  by  Mr.  Bigelow.  Essay  on  "  Health," 
by  Dr.  Trine,  of  Providence. 

Afternoon  session. —  "Grammar  and  Analysis,"  by  Professor  .Jewell. 
"Elocution,"  by  Professor  Mark  Bailey,  of  Yale  College.  Resolutions 
in  favor  of  a  State  Normal  School,  and  of  Normal  Institutes,  to  be  sus- 
tained by  a  State  appropriation,  were  adopted ;  also  the  customary  reso- 
lutions of  thanks. 

Friday  evening. — Lecture  on  "  Normal  Schools,"  by  Professor  Jewell- 
A  committee  on  "The  Normal  School,"  consisting  of  two  gentlemen 
from  each  county  in  the  State,  was  appointed  to  act  in  connection  with 
the  committee  appointed  by  the  Board  of  Directors  of  the  Institute. 
After  a  few  appropriate  remarks  by  the  President,  the  singing  of 
"  America,"  by  the  audience,  and  a  benediction,  by  Professor  Jewell,  the 
Institute  adjourned. 

Ninetieth  Mccliny.— TWENTY-THIKD  ANNUAL  MEETING. — Providence, 
January  26th,  1867. 

Election  of  officers. 

The  Institute  convened  at  the  school-rooms  of  Messrs.  Mowry  &  Goff. 

The  President,  in  his  opening  remarks,  alluded  to  the  unusual  nature 
of  the  annual  meeting  for  this  year,  and  called  the  attention  of  the  Insti- 
tute to  the  several  topics  to  be  discussed  and  acted  upon  by  them.  Chief 
among  these  subjects  were  the  true  office  and  proper  field  of  action  of 
the  Institute,  the  reestablishment  of  the  Normal  School,  and  the  evils  of 
truancy. 

On  motion  of  Commissioner  Chapin,  it  was 

Voted,  That  a  committee  to  consist  of  two  from  each  county  in  the 
State,  and  six  members  of  the  Institute,  be  appointed  to  consider  the 
question  of  the  reestablishment  of  the  Normal  School,  and  to  memorial- 
ize the  General  Assembly  on  the  subject;  and  that  the  Mayor  and  the 
Superintendent  of  Public  Schools  in  Providence,  and  such  other  persons 
as  the  School  Committee  of  said  city  shall  lie  pleased  to  appoint,  be  re- 
spectfully requested  to  cooperate  with  the  above  committee. 

It  was  also  voted  that  a  committee  of  three  be  appointed  to  memorialize 
the  General  Assembly  to  make  an  appropriation  of  five  hundred  dollars 
for  the  purpose  of  maintaining  two  Institutes  of  Instruction  of  one  week 
each  in  length,  in  different  parts  of  the  State,  during  each  year,  under 
the  supervision  of  the  School  Commissioner.  The  same  committee  was 
also  empowered  to  memorialize  the  General  Assembly  on  the  subject  of 
"  Truancy,  'it* 

*  The  committee  on  re-establishing  the  Normal  School  were,  Rev.  John  Hoyden, 
Wooiisocket ;  Hon.  T.  R.  King,  Pawtucket;  Professor  George  \V.  Greene,  East 

y 


66  HISTORY     OF    THE 

The  resident  and  contributing  editors  of  the  Rhode  Island  Schoolmaster 
were  appointed  lor  the  ensuing  year,  and  a  motion  to  appoint  a  commit- 
tee of  three  -'to  consider  any  proposition  that  may  be  made  for  merging 
the  Schoolmaster  into  a  New  England  Educational  Journal,  and  report  on 
the  same  to  the  Institute,"  was,  after  free  discussion,  laid  on  the  table. 
A  motion  to  put  forth  every  endeavor  to  increase  the  circulation  of  the 
Schoolmaster,  was  adopted. 

Resolutions  were  unanimously  passed  in  favor  of  establishing  a 
"  National  Bureau  of  Education  "  at  Washington,  accompanied  with  a 
request  to  the  Senators  in  the  United  States  Congress  from  Rhode  Island, 
that  they  endeavor  to  secure  the  passage  of  a  bill  providing  for  such  a 
Bureau.  The  thanks  of  the  Institute  were  tendered  to  Messrs.  Mowry  & 
Goff,  for  the  use  of  their  rooms.  Adjourned. 

Ninety-first  Meettny. — TWENTY-FOURTH  ANNUAL  MEETING.— Providence, 
January  24th  and  25th,  1868. 

Election  of  Officers. 

The  Institute  met  in  the  vestry  of  the  Central  Congregational  Church. 
Devotional  exercises  and  address  of  welcome  by  Rev. .Mr.  Vose      Re- 
sponse by  President  Bicknell.    The  usual  committees  were  appointed 
Lecture  on  "Educational  Wants,"  by  Thomas  L.  Angell,  A.  M.,  Princi- 
pal of  the  Lapham  Institute. 

Afternoon  session. — Lectures  "  How  to  Teach  Children,"  by  Professor 
Samuel  S.  Greene,  of  Brown  University;  "Elocution,"  by  Colonel  H. B. 
Sprague,  of  the  Connecticut  State  Normal  School;  "Symmetrical  Cul- 
ture," by  Rev.  James  T.  Edwards,  East  Greenwich. 

Evening  session. — Lecture  by  Colonel  II.  B.  Sprague,  on  "  Milton  as  a 
Teacher."  A  large  and  gratified  audience  was  in  attendance. 

Saturday  morning. — Address  on  "The  Educational  System  of  Great 
Britain,"  by  Hon.  Neal  Dow,  of  Portland,  Maine.  Lectures,  "  On  the 
Metrical  System,"  by  Professor  J.  H.  Appleton,  of  Brown  University; 
"Relations  of  the  Teacher  and  Pupil,"  by  J.  H.  Tenney,  Esq.,  of  Newton 
Centre,  Mass.  Exercise  in  "  Geography,"  by, Mrs.  Mary  R.  C.  Smith,  of 
Oswego,  N.  Y.  The  resident  and  monthly  editors  of  the  Schoolmaster 
were  appointed.  Resolutions  in  favor  of  mure  frequent  meetings  of  the 
Institute  in  different  parts  of  the  State;  in  commendation  of  the  ScJiool- 
masler ;  in  appreciation  of  the  services  of  the  retiring  President;  in 
favor  of  reestablishing  the  Normal  School;  and  of  thanks  to  lecturers, 
and  for  various  courtesies,  were  passed.  The  following  resolution  was 
also  unanimously  adopted : 

Greenwich;  Hon.  B.  Lapham,  Warwick;  Hon.  Elisha  R.  Potter,  Kingston;  Hon. 
R.  G.  Hazard,  Peace  Dale;  \V.  A.  White,  Esq.,  and  B.  H.  Rhodes,  Esq.,  of  Newport; 
Rev.  Thomas  Shepard,  D.  D.,  Bristol;  Mr.  Isaac  F.  Cady,  Warren. 

Committee  on  the  Institute  and  on  Truancy,  Thomas  W.  Bicknell,  Harrington  ; 
Rev.  Bamas  Sears,  D.  D.,  John  Kingsbury,  LL.  D.,  and  Samuel  Austin,  Providence ; 
William  A.  Mowry,  Cranston;  Rev.  James  T.  Edwards,  East  Greenwich. 


ERODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  67 

Resolved,  That  in  the  death  ol  Rev.  Robinson  P.  Dunn,  D.  D.,  Profes- 
sor of  Rhetoric  and  English  Literature  in  Brown ,  University,  the  Insti- 
tute sincerely  mourns  the  loss  of  a  member  whose  Christian  character, 
ripe  scholarship,  and  earnest  interest  in  the  cause  of  popular  education, 
greatly  endeared  him  to  a  wide 'circle  of  friends. 

Adjourned. 

Ninety- second  Meeting.— Wakefield,  February  28th  and  29th.  1868. 

Discussion,  "  The  Teacher's  Daily  Preparation  for  the  Duties  of  the 
School-room;"  participated  in  by  Rev.  Mr.  Wheeler,  and  Messrs.  De- 
Munn,  Aldrich,  and  others. 

Evening  session.— Lecture  by  Rev.  James  T.  Edwards,  of  East  Green- 
wich Seminary,  on  "  The  Use  and  Abuse  of  Illustrations." 

Saturday  morning. — "  The  Proper  Method  of  Teaching  Geography," 
by  President  DeMunn.  The  "Study  of  Grammar,"  by  Mr.  M.  A.  Al- 
drich. "Arithmetic,  with  Special  Reference  to  Square  Root,"  by  the 
President.  Hon.  Elisha  R.  Potter,  described  the  working  of  the  system 
of  common  schools  in  the  State.  The  "  rate  bill  system  "  was  operating 
injuriously  on  many  districts.  Resolutions  in  favor  of  local  meetings  of 
the  Institute,  arid  in  behalf  of  the  Schoolmaster,  were  adopted.  Also  the 
usual  vote  of  thanks.  Adjourned. 

Ninety-third  Meeting. — TWENTY-FIFTH  ANNUAL  MEETING. — January 
29th  and  Sotli.  1869,  at  Providence. 

Election  of  Officers 

This  session  of  the  Institute  was  held  in  connection  with  one  of  the 
series  of  meetings  conducted  by  the  School  Commissioner.  A  commit- 
tee was  appointed  to  confer  with  the  committee  on  education  in  the  Gen- 
eral Assembly,  in  reference  to  a  Normal  School.  A  committee  on  the 
Rhode  Island  Schoolmaster  was  appointed  with  power  to  act. 

Adjourned. 

Ninety-fourth  Meeting. — TWENTY-SIXTH  ANNUAL  MEETING. — Provi- 
dence, January  29th  and  30th,  1870. 

Election  of  Officers. 

The  Institute  met  in  Roger  Williams  Hall.  Devotional  exercises  con- 
ducted at  the  opening  by  Rev.  Thomas  Laurie,  D.  D.  Address  of  wel- 
come to  teachers  by  Rev.  Augustus  Wood  bury,  and  responded  to  by 
President  Edwards.  Lecture  by  Professor  James  Johonnot,  of  Oswego, 
N.  Y.,  on  "The  Philosophy  of  Teaching."  Address,  by  Rev.  13.  G. 
Northrup,  Secretary  of  Connecticut  Board  of  Education,  upon  "The 
Laws  of  Massachusetts,  Rhode  Island  and  Connecticut,  in  Relation  to 
Employing  Children  in  Manufacturing  Establishments." 

Afternoon  session. — The  hall  was  tilled  to  its  utmost  capacity.  Various 
committei-s  were  announced.  "Teaching  History,"  an  exercise  con- 
ducted by  Mr.  Albert  J.  Manchester,  Principal  of  the  Thayer  Street 
Grammar  School  assisted  by  a  class  of  his  pupils.  Recitation,  "  The 
Black  Regiment,"  by  Master  Willie  Wceden,  of  the  same  school.  Sing- 
ing by  two  hundred  pupils  from  the  Grammar  schools  of  Providence, 


68  HISTORY   OF   THE 

under  the  direction  of  Mr.  Henry  Carter.  Readings,  by  Miss  LeRow,  of 
Boston.  A  paper  on  "  Teaching  Primary  Geography,  by  Means  of 
Object  Lessons,"  read  by  Mrs.  Rebecca  Jones,  of  Worcester,  Mass.,  and 
illustrated  with  a  class  of  children.  Address,  by  Rev.  B.  G.  Northrup. 

Evening  session. — The  hall  was  crowded,  and  hundreds  were  unable  to 
gain  admission.  Music,  by  the  ''Choral  Union,"  of  Pawtucket,  and  the 
choir  of  the  First  Baptist  Church  in  Providence,  under  the  direction  of 
Mr.  George  W.  Haselvvood,  assisted  by  Mr.  C.  VV.  Bradley.  Address  of 
welcome  by  His  Excellency  Governor  Seth  Padelford,  who  closed  with 
the  following  words: 

"I  welcome  you,  ladies  and  gentlemen,  to  this  city,  to  this  hall,  and  to 
the  hospitalities  of  the  occasion.  I  hope  that  all  your  deliberations  and 
discussions  will  prove  conducive  to  the  objects  in  view,  and  that  by  ele- 
vating the  standard  of  education,  and  exciting  a  new  interest  for  its  dif- 
fusion, a  fresh  impulse  will  be  given  to  the  cause  throughout  the  State. 
In  this  series  of  meetings  you  have  my  best  wishes  for  their  success,  and 
I  trust  that  the  occasion  will  leave  many  pleasant  reminiscences."* 

Hon.  George  L.  Clarke,  Mayor  of  Providence,  addressed  the  meeting 
with  words  of  greeting.  This  overflowing  audience,  he  said,  he  regarded 
as  a  good  omen  for  the  cause  of  education  in  this  State.  It  is  too  late  to 
ask  whether  our  school  system  should  be  abandoned.  Its  benefits  are 
settled  beyond  question.  The  questions  now  to  be  asked  are,  how  can 
the  system  be  improved?  how  can  we  reap  greater  success?  how  can  the 
money  appropriated  secure  its  best  results?  The  school  system  of  Provi- 
dence he  regarded  as  not  excelled  in  the  United  States,  and  perhaps  not 
in  the  world.  But  it  is  not  perfect  while  one  child  is  allowed  to  grow  up 
in  ignorance — that  parent  of  vice  and  crime.  Alluding  to  Massachusetts, 
he  said  that  Rhode  Island  cannot  expect  to  hold  her  rank  unless  she 
spends  more  money  and  time  in  the  development  of  her  brain  power. 
Rhode  Island  needs  a  Board  of  Education  and  a  good  Normal  School,  or 
she  will  be  outstripped  by  every  New  England  State,  if  not  every  State. 

Spirited  addresses  were  also  made  by  President  Edwards.  Rev.  Augus- 
tus Woodbury,  Hon.  B.  G.  Northrup,  Henry  Howard,  Esq.,  and  General 
Charles  C.  Van  Zandt. 

Saturday  morning. — A  resolution  recommending  the  Rliode  Island 
Schoolmaster  "  to  the  continued  patronage  and  support  of  teachers  and 
the  friends  of  education  at  home  and  abroad,"  was  adopted.  Lecture, 
by  Professor  Johonnot,  "On  Subjective  and  Objective  Teaching."  Ad- 
dress by  Hon.  John  Kingsbury.  Lecture  on  t-  Reading,"  with  illustra- 

*  Ex-Governor  Padelford,  as  a  member  of  the  Common  Council  in  Providence, 
from  1837  to  1841,  and  from  1851  to  1852,  as  also  for  fifteen  years  a  member  of  the 
school  committee,  has  rendered  important  services  to  the  public  schools.  He 
actively  co-operated  with  others  in  securing  a  High  School  for  the  city  of  Provi- 
dence, and  while  Governor,  bestowed  upon  the  Normal  School,  and  the  schools  of 
the  State,  very  faithful  attention. 


RHODE    ISLAND    INSTITUTE    OP    INSTRUCTION.  69 

tions,  by  Professor  Lewis  B.  Munroe,  of  Boston.  Singing,  by  two  hun- 
dred pupils  from  the  lower  rooms  of  i  he  Gram  mar  schools  of  Providence, 
under  the  direction  of  Mrs.  Mary  E.  Rawson. 

Afternoon  session.— Lecture  "  On  the  Principles  of  Teaching  Geogra- 
phy, particularly  in  the  department  of  Map  Drawing,"  by  Mr.  J.  M. 
Sawin,  Principal  of  the  Elm  Street  Grammar  School,  Providence,  assisted 
by  a  class  of  his  pupils.  % 

Resolutions  in  favor  of  a  Board  of  Education,  and  a  Normal  School, 
and  of  thanks  to  all  who  had  in  any  way  contributed  to  the  prolit  or 
pleasure  of  the  occasion,  were  passed.  Readings,  by  Professor  Munroe. 
After  brief  closing  remarks  by  the  President,  followed  by  singing  the 
Doxology,  "Praise  God,"  and  a  benediction  by  Rev.  J.  C.  Stockbridge, 
D.  D.,  the  Institute  adjourned. 

Ninety-fifth  Meeting.— September  22d,  23d,  and  24th,  1870,  at  North 
Scituate. 

Address  of  welcome,  by  Rev.  O.  II.  True.  Lecture  on  "Absenteeism 
From  Our  Schools,"  by  Professor  George  W.  Ricker.  The  subject  was 
discussed  by  the  Commissioner  of  Public  Schools,  and  Messrs.  True, 
Cole,  Ellis,  Saunders,  and  Fisher.  Address  on  "The  Prussian  System  of 
Education,"  by  Rev.  J.  C.  Stoekbridge,  D.  D.  A  memorial  to  the  Gen- 
eral Assembly  relating  to  a  Normal  Sc/iool,  was  read  by  Dr.  Fisher,  and 
received  a  large  number  of  signatures.  The  subject  of  "Ventilation," 
was  presented  by  Rev.  Daniel  Leach,  of  Providence,  and  discussed  by 
Dr.  Fisher,  and  Prof.  Ricker.  Mr.  Leach  also  presented  the  subject  of 
"Spelling,"  in  an  interesting  and  instructive  manner.  Brief  address 
by  Governor  Padelford.  Reading  from  "The  Trial  of  Pickwick,"  by 
Mr.  F.  G.  Morley.  Class  exercise  in  "Arithmetic,"  by  Mr.  Albert  J. 
Manchester.  The  claims  of  the  Rhode  Island  Schoolmaster  were  pre- 
sented. An  exercise  in  "  Reading"  was  given  by  Mr.  F.  B.  Snow. 

On  the  evening  of  the  first  day  a  popular  meeting  was  held,  and  ad- 
dresses were  made  by  Governor  Padelford,  Rev.  Daniel  Leach,  Albert  J. 
Manchester,  Commissioner  Bicknell,  Rev.  ().  H.  True,  Dr.  C.  II.  Fisher, 
and  Prof.  G.  H.  Kicker.  Adjom-ned. 

Ninety-sixth  Meeting. — December  15th  and  16th,  1870,  at  Warren. 

Address  of  welcome,  by  Rev.  L.  C.  Manchester.  Remarks,  by  Prof.  F. 
S.  Jewell,  and  Hon.  Henry  Barnard.  Lecture  "  On  English  Grammar," 
by  Mr  Samuel  Thurber,  of  Hyde  Park,  Mass.  "  Importance  of  Educa- 
tion," by  J.  \V.  Stillman.  An  exercise  in  "  Spelling,"  with  a  class,  con- 
ducted ty  Mrs.  Smith,  of  the  Meeting  Street  Colored  School,  Providence. 
An  exercise  in  "English  Grammar,"  by  F.  G.  Morley.  An  Essay  by  Mr. 
Peck,  of  the  Warren  High  School.  Readings,  by  A.  P.  Mowry.  An  ex- 
ercise in  Arithmetic,  by  Mr.  A.  J.  Manchester.  Addresses  and  discussions 
by  Prof.  Jewell,  Hon.  Henry  Barnard,  General  G.  L.  Cooke,  and  others. 

Ninety-seventh  Tlfet^iw/.—TWENTY-SEVKNTii  ANNUAL  MEETING  —January 
26th.  -27th  and  28th,  1871,  at  Providence. 

Election  of  officers. 


70  HISTORY    OF   THE 

The  first  day  was  devoted  by  members  of  the  Institute  to  visiting  the 
city  schools  for  the  purpose  of  witnessing  the  methods  of  study,  instruc- 
tion and  recitation.  In  the  evening  the  Institute  met  in  Roger  Williams 
Hall,  and  listened  to  an  address  by  Professor  J.  Lewis  Diman,  of  Brown 
University,  on  "  Poetry  in  Education."  Professor  Hibbard,  of  Wesleyan 
University,  also  gave  select  readings. 

Friday  morning. — An  address  of  welcome  was  given  by  Hon.  Thomas 
A.  Doyle,  Mayor  of  Providence.  The  exercises  of  the  day  were  "  Disci- 
pline," by  O.  H.  Kile,  A.  M.,  of  Westerly;  Singing,  by  pupils  of  the 
Thayer  Street  Grammar  School,  under  the  direction  of  Mr.  B.  W.Hood; 
Lecture,  by  Professor  George  I.  Chace,  of  Brown  University;  Select 
Readings,  by  Prof.  M.  D.  Brown,  of  TufiTs  College;  "  Elements  of  Suc- 
cess and  Causes  of  Failure  in  Teaching,"  by  Mr.  F.  W.  Tilton,  of  New- 
port. Remarks,  by  Hon.  Joseph  White,  Secretary  of  Massachusetts 
Board  of  Education;  "  Gymnastic  Drill,"  by  pupils  of  the  Thayer  Street 
Grammar  School. 

In  the  evening  the  meeting  was  held  in  Harrington's  Opera  House. 
Addresses  by  President  Manchester,  Hon.  Thomas  A.  Doyle,  Hon. 
Joseph  White,  of  Boston,  and  Hon.  Warren  Johnson,  of  Maine.  Read- 
ings were  given  by  Mrs.  Miller,  and  Professor  Brown.  Music,  under  the 
direction  of  Mr.  Hood. 

Saturday,  at  Roger  Williams  Hall. — Address  on  "Reading,"  by  Pro- 
fessor Brown.  "  The  Significance  of  Geographical  Names,"  by  Hon. 
Joseph  White.  Remarks  were  made  by  Messrs.  Leach,  Johnson,  White, 
Perry,  Tewksbury,  and  Waterman.  A  resolution  to  petition  the  General 
Assembly  to  aid  in  elevating  the  standard  of  education  in  the  State,  by 
establishing  a  Normal  and  Training  School,  was  unanimously  adopted. 
A  committee  on  the  Rliode  Island  Sclioolmaster  was  appointed;  also,  a 
committee  on  the  "State  Teachers'  Annual  Excursion;"  also,  a  commit- 
tee to  prepare  a  "  Manual  of  the  Rhode  Island  Institute  of  Instruction." 
The  customary  resolutions  of  thanks  were  passed.  The  several  sessions 
of  this  Institute  meeting  were  conducted  with  great  spirit.  The  attend- 
ance was  large,  showing  unabated  interest  to  the  close. 

Ninety  eighth  Meeting. — TWENTY-EIGHTH  ANNUAL  MEETING. — January 
16th,  19th  and  20th,  1872,  at  Providence. 

Election  of  Officers. 

The  first  dav  (Thursday)  was  devoted  to  visiting  the  schools  of  the 
city  and  tiie  Normal  School.  In  the  evening  a  re-union  of  teachers  was 
held  in  Roger  Williams  Hall,  at  which  music  was  given  by  the  Brown 
University  Glee  Club,  and  readings  by  Mrs.  II.  M.  Miller. 

Frklay,  at  Roger  Williams  Hall.— A  paper  on  "  Practical  Education," 
by  A.  D.  Small,  of  Newport;  Essay,  by  Mr.  D.  W.  Iloyt,  of  the  Provi- 
dence High  School ;  Music,  by  the  pupils  of  the  public  schools  in  Provi- 
dence, under  the  direction  of  Mr.  B.  W.  Hood;  Reading,  by  pupils  from 
the  State  Normal  School;  Essay,  by  J.  C.  Greenough,  Principal  of  the 
Normal  School. 


RHODE    ISLAND   INSTITUTE    OF    INSTRUCTION.  71 

In  the  evening,  at  Music  Hall. — Addresses,  by.  Governor  Padelford1, 
Hon.  Mayor  Doyle,  Hon.  T.  W.  Bicknell,  Rev.  Daniel  Leach,  Rev.  Alexis 
Caswell,  D  D.,  and  Hon  W.  P.  Sheffield.  Readings,  by  Professor  L.  B. 
Monroe.  Music,  by  pupils  of  the  city  public  schools,  and  on  the  organ* 
by  Mr.  F.  F.  Tingley. 

Saturday  morning,  at  Roger  Williams  Hall. — An  annual  tax  of  one  dol- 
lar for  gentlemen  and  fifty  cents  for  ladies  was  voted.  An  exercise  in 
Elocution  was  given  by  Professor  Monroe,  with  the  pupils  of  the  Normal 
School.  Messrs.  Lyon,  Bicknell,  Hoyt,  Greenongh,  and  Small,  were 
chosen  a  committee  to  publish  the  proceedings  of  this  session  of  the  In- 
stitute. A  committee  on  the  Rhode  Island  Schoolmaster  was  appointed. 
The  death  of  Mr.  Albert  A.  Gamwell  was  announced,  and  the  following 
resolution  unanimously  adopted  by  a  rising  vote: 

Resolved,  That  in  the  death  of  Mr.  A.  A.  Gamwell,  a  Vice  President  of 
this  Institute,  and  one  of  its  earliest  members,  and  for  nearly  twenty-five 
years  a  teacher  in  the  city  of  Providence,  this  Institute  and  the  cause  of 
education  have  sustained  a  heavy  loss,  and  we  desire  hereby  to  express 
our  appreciation  of  his  worth  as  a  man,  and  a  faithful  and  devoted 
teacher.* 

Increasing   Interest. 

It  would  be  impossible,  except  by  swelling  this  volume  to 
a  size  not  contemplated  by  the  Institute  when  authorizing  its 
publication,  to  give  in  the  preceding  synopsis  of  meetings 
the  numerous  details  Avhieh  would  be  alike  interesting  and 
instructive.  A  summary  of  the  essential  portions  of  the 
many  lectures  and  addresses  delivered  by  eminent  educators, 
would  have  been  an  invaluable  contribution  to  educational 
literature,  and  the  practical  ideas  contained  in  them  would 
have  been  found  important  aids  in  the  school-room.  A  ref- 
erence, however,  to  the  various  topics  discussed,  cannot  fail 

*  Mr.  Gaimvi'll  was  born  in  Peru,  Massachusetts,  October  29th,  181G.    lie  was  edu- 
cated  at  lU'own  University,  and  graduated  in  September,  1847.    He  immediately 
afterwards  aecepted  an  appointment  as  Principal  of  the  Fountain   Street  Gram 
mar  School  in  Providence,  subsequently  transferred  to  the  new  building  on  Fed- 
eral Street,  ii  position  lie  occupied  with   distinguished  snccess  until  his  labors 
wore  terminated  by  fatal  disease.    He  died  December  18th,  1871,  in  the  peacofu 
trust  inspired  by  the  Christian  faith  bis  life   had  so  consistently  illustrated.    He 
left  a  wife  and  four  children   to  mourn  an  event  which  awakened  the  sorrow  of 
a  wide  circle  of  friends.    A  fine  portrait  of  Mr.  Gamwell  hangs  in  the  Hall  of  the 
Federal  street  Grammar  school  house. 


72  HISTORY   OF   THE 

to  suggest  to  teachers  traiiis  of  thought  helpful  in  the  dis- 
charge of  their  responsible  and  often  perplexing  duties.  The 
questions  upon  which  these  lectures  and  addresses  were 
based,  will,  for  the  most  part,  suggest  the  desired  answers, 
and  a  careful  perusal  of  this  synopsis  of  Institute  work,  will, 
in  this  particular,  be  found  highly  advantageous. 

It  is  especially  interesting  to  trace  through  the  years 
covered  by  the  brief  history  thus  far  presented,  the  influence 
of  the  annual  and  subsidiary  meetings  of  the  Institute  in 
multiplying  friends  to  the  cause  of  popular  education,  and  in 
strengthening  its  hold  upon  the  public  mind.  This  is  made 
evident  by  the  increased  attendance  upon  its  meetings,  as 
well  as  by  the  high  character  of  the  citizens  who  extended  to 
them  their  cordial  support.  This  has  been  a  more  distinctly 
marked  feature  within  the  last  fourteen  years.  Up  to  that 
time,  with  few  exceptions,  and  those  were  evenings  when  a 
popular  speaker  from  abroad  addressed  the  Institute,  the 
vestry  of  a  church  had  furnished  all  needed  accommodations. 
But  year  by  year  the  circle  of  interest  widened  until  in  1870 
it  became  necessary  to  transfer  the  annual  meetings  to  Roger 
Williams  Hall,  capable  of  seating  sixteen  hundred  people.  A 
single  year  demonstrated  that  even  this  Hall  was  of  too  lim- 
ited dimensions,  and  in  1872,  for  this  reason,  the  evening 
exercises  were  held  in  Music  Hall,  the  largest  audience  room 
in  Providence,  if  not  in  the  State.  The  annual  meetings  of 
1873  and  1874,  held  in  this  latter  hall,  were  pre-eminently 
distinguished  for  numbers  and  enthusiasm.  Such  gatherings 
of  teachers  and  the  friends  of  education  were  never  before 
seen  in  Khode  Island,  if  indeed,  in  any  part  of  the  United 
States.  At  the  evening  sessions,  each  year,  not  less  than 
three  thousand  persons  were  present. 

The  ninety -ninth  meeting  of  the  Institute,  being  the 
TWENTY-NINTH  ANNUAL  MEETING,  was  held  as  above  stated, 
January  9th,  10th  and  llth,  1873. 

Election  of  Officers. 

The  forenoon  of  Thursday  (9th)  was  devoted  by  members 
to  visiting  the  State  Normal  School  and  the  Providence 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION.  73 

High  School.  In  the  afternoon,  from  two  to  four  o'clock,  the 
Grammar,  Intermediate,  and  Primary  schools  of  the  city  were 
visited,  to  witness  the  usual  exercises  in  each. 

At  2  o'clock,  P.  M.,a  session  of  the  Department  of  Higher 
Instruction  was  held  in  the  Providence  High  School.  The 
object  of  this  session  was  stated  by  the  President,  (Mr. 
Lyon,)  to  be  "to  secure  to  the  teachers  of  the  higher  schools 
the  same  advantages  that  the  teachers  of  other  schools  had  at 
the  annual  meetings  of  the  Institute.*  The  following  papers 
were  then  read  :  "  Methods  of  Teaching  the  Classics,"  by 
Professor  Albert  Harkness,  of  Brown  University  ;  "The  Im- 
portance of  Mathematical  Studies  to  Literary  Pursuits,"  by 
Professor  Benjamin  F.  Clarke,  of  Brown  University.  The 
reading  of  these  papers  was  followed  by  animated  and  in- 
structive discussions,  which  were  participated  in  by  Charles 
B.  Goff,  Edward  H.  Cutler,  O.  H.  Kile,  N.  VV.  Littleficld, 
David  W.  Hoyt,  William  A.  Mowry,  Thomas  B.  Stoekwell, 
and  Edwin  M.  Stone.  In  the  evening  a  large  audience  as- 
sembled at  Music  Hall,  when  an  able  address  on  "The  Cri- 
terion of  Education,"  was  delivered 'by  Hon.  E.  E  White,  of 
Columbus,  Ohio. 

Friday  morning,  an  address  of  welcome  was  delivered  by 
Rev.  Henry  W.  Rugg,  of  the  Providence  School  Committee, 
and  responded  to  in  appropriate  words  b}-  President  Lyon. 
Professor  Samuel  S.  Greene,  of  Brown  University,  read  a 
paper  on  "Thought  and  Expression  :  " 

Thought  was  placed  first,  becausn  ii  was  really  first  in  time  and  im- 
portance; expression  second  in  time  and  the  necessary  instrument  by 
which  thought  is  made  known.  Thought  is  to  he  gained  by  direct  effort, 
expression  by  indirect,  which  united  gives  us  language.  Every  person 
in  common  life  needs  to  know  how  to  speak  and  write  his  own  language 
with  correctness  and  some  degree  of  elegance.  How  can  our  children  be 
taught  to  do  this  in  our  common  schools?  Not  by  the  study  of  text- 

*Tlic  school  visitations  commenced  in  1871,  and  meetings  of  the  "Department 
of  Higher  Instruction,"  begun  in  1873,  were  new  features  in  the  arrangements  for 
the  annual  meetings  of  the  Institute.  In  1874  a  Grammar  and  "Primary  school 
section  was  added. 

10 


74  HISTORY     OF    THE 

books  in  the  science  of  Grammar  alone  or  chiefly,  but  by  such  training  as 
shall  stimulate  thought  and  lead  to  its  expression,  care  being  taken  to 
give  thought  its  legitimate  place,  that  of  supremacy  over  expression.  A 
child  should  not  be  led  to  think  by  unwise  criticisms  of  the  slyle  of  his 
penmanship,  grammar,  spelling,  etc.,  that  the  expression  is  first  in  im- 
portance. Tell  a  child  to  go  and  examine  or  witness  something  within 
his  comprehension,  and  then  let  him  tell  it  his  own  way,  and  give  him 
the  impression  that  his  thought  is  of  the  most  importance.  Children 
should  be  taught  to  think  and  read  for  a  definite  object,  and  when  this  is 
accomplished  the  expression  will  be  acquired.  Do  not  demand  of  a 
child  an  original  composition,  without  preparing  his  mind  by  leading  him 
into  the  right  thought.  All  school  exercises  should  be  made  a  means  of 
teaching  correct  expression  of  earnest  thought. 

This  paper  elicited  an  instructive  discussion,  participated 
ill  by  Professor  Joseph  Eastman,  Rev.  Daniel  Leach,  Super- 
intendent of  Providence  Public  Schools,  Professor  Greene, 
Hon.  E.  E.  White,  Commissioner  Thomas  W.  Bicknell,  and 
Rev.  Edwin  M.  Stone.  A  pleasant  exercise  in  "  Gymnastics," 
was  given  by  a  class  of  pupils  from  the  Thayer  Street  Gram- 
mar School,  under  the  direction  ot  Miss  Margaret  L.  Phillips. 
The  accuracy  and  gracefulness  of  the  drill,  excited  the  admi- 
ration of  the  audience. 

The  afternoon  exercises  were  opened  with  singing  by  five 
hundred  pupils  belonging  to  the  several  Grammar  Schools  of 
the  city,  under  the  direction  of  Mr.  B.  W.  Hood.  The 
pieces,  five  in  number,  were  finely  rendered,  showing  careful 
training  on  the  part  of  the  teaclier.  Pupils  from  the  State 
Normal  School  gave  exercises  in  Reading,  conducted  by  Pro- 
fessor L.  B.  Monroe.  These  exercises  were  well  sustained 
throughout,  and  gave  great  satisfaction.  Professor  J.  Lewis 
Diman  delivered  a  scholarly  and  instructive  address  on  "The 
Teacher's  Culture."  Hon.  E.  E.  White  spoke  in  approval  of 
the  sentiments  advanced,  and  Rev.  Mr.  Ela,  of  East  Green- 
wich, presented  briefly,  "  The  Means  by  which  Real  Culture 
may  be  Obtained."  Professor  Monroe  read  the  "Pied  Piper 
of  Hamlin." 

In  the  evening  the  hall  was  crowded  to  overflowing.  Ad- 
dresses were  made  by  Governor  Seth  Padelford,  Hon.  Thos. 


RHODE    ISLAND    INSTITUTE    OF   INSTRUCTION.  75 

A.  Doyle,  Mayor  of  Providence,  Hon.  John Kingsbury,  Rev. 
Dr.  Robinson,  President  of  Brown  University,  Hon.  E.  E. 
White,  Hon.  Henry  Barnard,  and  Hon.  Thomas  W.  Bick- 
nell.  Professor  Monroe  read  three  poems,  which  were  re- 
ceived with  great  applause.  The  excellent  music  for  the 
evening  was  furnished  by  about  one  hundred  and  fifty  female 
High  School  pupils,  under  the  direction  of  Mr.  B.  W.  Hood, 
Mr.  Frank  F.  Tingley  presiding  at  the  organ. 

Saturday  forenoon  the  meeting  was  mainly  devoted  to 
business.  Besides  the  election  of  officers  and  the  customary 
votes  of  thanks,  resolutions  were  passed  recommending  a 
modification  of  the  district  system  of  this  State,  approving 
State  representation  by  one  or  more  Commissioners  at  the 
International  Industrial  Exposition  to  be  held  in  Vienna, 
Austria,  in  the  summer  and  autumn  of  1873,  and  recognizing 
elementary  Natural  History  "as  a  necessary  fundamental  de- 
partment of  public  instruction."  The  following  resolutions 
are  among  the  number  presented  and  adopted  : 

Resolved,  That  no  system  of  education  can  be  considered  complete 
which  does  not  provide  for  girls  the  same  educational  advantages  boys 
now  enjoy,  and  that,  in  the  opinion  of  the  members  of  this  Institute,  the 
cause  of  education  will  be  advanced  in  this  State  when  its  daughters  can 
obtain  within  its  borders  the  highest  education. 

jResolved,  That  we  have  learned  with  profound  regret  of  the  decease  of 
Professor  C.  M.  Alvord,  of  East  Greenwich  Seminary,  whose  long  and 
faithful  service,  and  distinguished  success  in  the  work  of  a  teacher,  have 
commanded  the  admiration  of  his  fellow-teachers,  as  his  pure  and  noble 
Christian  character  has  secured  the  respect  and  love  of  all  who  have  been 
permitted  to  know  his  worth.* 

The  Committee  on  the  Institute  Manual  reported  that  the 
Avork  would  be  in  readiness  for  the  press  in  the  course  of  a 
few  weeks. 

The  committee  to  whom  was  referred  the  subject  of  the 
Kltode  Inland  Schoolmaster,  reported,  and  recommended 

*  Professor  Caleb  M.  Alvord,  was  born  in  Kast  Hampton,  Mass.,  May  3d,  1S15,  and 
died  at  East  Greenwich,  11.  I.,  January  Cth,  187:5.  aged  lifty-eight  years. 


76  HISTORY    OF   THE 

"that  the  journal  be  continued  as  heretofore  under  the  edi- 
torial direction  of  the  School  Commissioner,  and  the  business 
management  of  Mr.  T.  B.  Stockwell,"  with  a  Board  of  twelve 
contributing  editors.  The  recommendation  was  adopted. 

Adjourned. 

The  several  sessions  of  the  Institute,  from  the  commence- 
ment to  the  close,  were  of  an  elevated  character,  and  of  .un- 
usual interest.  The  addresses,  lectures  and  papers,  opened 
fresh  and  valuable  truths  to  the  minds  of  all  present,  and  to 
the  inspiration  of  great  ideas  was  added  the  inspiration  of 
the  crowd  that  daily  thronged  the  hall. 

The  one  hundredth  meeting  of  the  Institute,  being  also  the 
THIRTIETH  ANNUAL  MEETING,  opened  in  Providence,  January 
22d,  1874,  and  continued  until  noon  of  the  24th.  The  fore- 
noon of  the  first  day  (Thursday)  was,  as  in  the  three  pre- 
ceding years,  devoted  to  visiting  the  schools  of  the  city, 
'together  with  the  State  Normal  School.  In  the  afternoon 
two  meetings  of  teachers  and  others  were  held  in  the  High 
School  Building,  viz.  :  "  The  Department  of  Higher  Instruc- 
tion," and  "The  Grammar  and  Primary  School  Section." 
The  former  was  presided  over  by  Professor  Joseph  Eastman, 
of  the  Conference  Seminary  at  East  Greenwich,  and  the  lat- 
ter by  Mr.  L.  "W.  Russell,  Principal  of  the  Bridgham  School 
in  Providence.  Both  meetings  were  largely  attended  by  the 
most  prominent  educators  of  the  city  and  the  State.  The 
latter  was  crowded  to  excess.  The  Department  of  Higher 
Instruction  commenced  its  session  with  a  paper  by  Mr.  David 
W.  Hoyt,  Principal  of  the  English  and  Scientific  Department 
for  boys  in  the  Providence  High  School,  on  "The  Relation  of 
the  Teacher  to  Modern  Progress  in  Physical  Science."  The 
following  is  an  abstract  : 

The  teacher  is  the  interpreter  who  stands  between  the  original  inves- 
tigator and  the  people.  All  acknowledge  the  power  of  the  press  as  an 
educator.  Popular  lectures  by  masters  in  science  afford  entertainment 
and  awaken  interest;  but  the  next  generation  of  men  and  women  will 
owe  most  of  its  permanent  ideas  in  science  to  the  teacliers  and  the  text- 
books of  to-day. 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  77 

It  is  the  duty  of  the  teacher  to  keep  himself  informed  of  the  recent  pro- 
gress made  in  science.  One  who  has  ceased  to  learn  should  cease  to 
teach.  The  progress  of  science  furnishes  the  mental  food  needed  to  fit 
one  for  his  duties,  even  though  he  may  not  directly  teach  that  which  he 
learns;  but  his  knowledge  of  recent  discoveries  should  be  more  minute 
and  extensive,  in  proportion  as  they  bear  more  directly  upon  the  branches 
lie  is  called  to  teach. 

There  is  a  broad  distinction  between  what  the  teacher  ought  to  kinow, 
and  what  he  ought  to  leach.  Two  evils,  of  an  opposite  character,  beset 
his  calling: — 

1.  Teaching  the  old,  simply  because  it  is  old,  and  the  teacher  thor- 
oughly understands  it;  and  neglecting  to  teach  the  new,  simply  because 
it  is  new,  and  the  teacher  is  too  old  or  too  lazy  to  learn  it  himself.  We 
often  m  isjudge  of  the  relative  value  or  difficulty  of  the  old  and  the  new 
methods.  The  old  is  so  thoroughly  a  part  of  ourselves  that  we  fail  to 
realize  that  both  are  equally  unknown  to  our  pupils. 

•2.  Teaching  the  new,  simply  because  it  is  new,  and  neglecting  to 
teach  what  is  comparatively  old,  simply  because  it  is  old.  While  the 
fossil  teacher  may  be  guilty  of  the  error  first  mentioned,  the  progressive 
teacher  is  liable  to  commit  this  one.  The  temptation  is  two-fold.  First, 
it  is  easy  to  teach  with  interest  and  enthusiasm  what  one  has  just  learned. 
The  success  of  young  teachers  is  often  due  to  this  fact.  We  are  all 
young  in  our  recent  acquirements,  and  it  is  well  that  it  is  so;  we  only 
plead  that  we  should  use  our  judgment  as  well  as  our  personal  enthusiasm 
in  determining  what  to  teach.  The  second  temptation  is  furnished  by 
public  examinations.  Committees  and  the  public  may  be  interested  in 
what  is  novel,  though  old  but  important  subjects  are  neglected. 

The  present  importance  of  a  subject;  is  one  point  to  be  considered  in 
determining  whether  it  should  be  taught.  The  multitude  of  wrecked 
theories,  and  even  practical  chemical  processes,  which  lie  along  the 
stream  of  time,  are  now  of  little  importance,  except  as  items  of  history. 

The  amount  of  time  at  the  disposal  of  the  teacher  is,  in  most  cases, 
unfortunately,  the  most  important  practical  point  to  be  considered.  Let 
us,  however,  suppose,  for  the  moment,  that  the  selection  of  topics  is  to  be 
made  upon  other  grounds.  We  pass,  then,  to  consider  our  principal  prop- 
osition. 

New  discoveries  and  theories  should  not  be  introduced  into  a  course  of 
academic  instruction  till  they  are  firmly  established.  Ev<m  the  pioneers 
of  thought  and  discovery  must  admit  this.  The  text-book  and  the  teacher 
are  not  only  the  interpreters,  but  the  great  conservative  power. 

It  may  be  asked,  why  should  the  teacher  study  these,  if  he  is  not  ex- 
pected to  teach  them?  The  reasons  which  pertain  to  his  own  mental 
growth  and  character  have  already  been  given.  The  pupil  has  enough 
to  occupy  his  mind  in  what  is  firmly  established.  The  teacher  should  bs 
able  to  exercise  the  judicial  spirit,  neither  believing  nor  disbelieving  till 
he  has  sullicient  reason  therefor.  The  average  pupil  is  incapable  of  such 
a  state  of  mind ;  he  blindly  believes.  These  new  discoveries  arid  theo- 


78  HISTORY    OF   THE 

ries  may  soon  become  so  fnlly  established  that  the  teacher  will  be  ex- 
pected to  include  them  in  his  course  of  instruction;  and  even  if  he  does 
not  teach  them  directly,  they  may  modify  his  teaching.  Again,  there  are 
students  whom  the  "average  pupil "  does  not  represent.  A  few  will  seek 
from  the  teacher  information  in  regard  to  the  questions  of  the  day. 

The  remainder  of  the  paper  consisted  of  a  practical  appli- 
cation of  the  principle  above  enunciated,  naming  some  sub- 
jects which,  in  the  judgment  of  the  author,  may  be  taught, 
and  others  which  are  not  yet  so  well  understood  as  to  be  pro- 
perly included  in  a  course  of  academical  training.  It  continues  : 

The  revelations  made  by  spectrum  analysis  are  wonderful,  enabling, 
as  it  does,  the  celestial  chemist  to  analyze  the  heavenly  bodies.  But  how 
much  of  the  application  of  spectrum  analysis  to  the  heavenly  bodies 
should  we  be  justified  in  teaching  at  present?  Perhaps  little  more  than 
this :  The  bright  lines  of  a  spectrum  indicate  the  character  of  the  gases 
from  which  the  light  comes,  and  the  dark  lines  the  nature  of  the  gases 
.throuyli  which  it  comes. 

The  spectroscope  has  revealed  enough  to  overturn  some  of  the  old 
.theories  respecting  the  physical  constitution  of  the  sun ;  but  we  know 
•little  more  about  it  than  this:  The  sun  is  surrounded  by  an  immense 
gaseous  atmosphere,  containing  sundry  elements,  some  of  which  are 
found,  also,  on  the  earth. 

The  greatest  changes  of  the  last  few  years  have  been  in  the  theories 
adopted.  New  facts  have  been  added  to  the  common  stock,  but  the  old 
ones  cannot  be  thrown  aside,  like  old  theories.  One  department  is  of  too 
much  importance  to  be  passed  over  in  silence.  It  includes  what  is  spoken 
of  as  "  conversion  of  energy,"  "  conservation  of  force,"  or  the  "  correla- 
tion of  forces," — not  only  the  theories  of  what  were  once  called  the  im- 
ponderable agents,  such  as  heat,  light,  and  electricity,  but  also,  in  a 
wider  sense,  those  of  gravity,  cohesion,  and  chemical  affinity, — in  fact, 
the  unity  of  force  and  of  natural  phenomena,  and  perchance,  of  matter 
itself.  Not  many  years  since  the  tendency  of  the  times  was  to  multiply 
chemical  elements  and  forces  in  physical  science,  as  well  as  species  in 
natural  history.  Now  men  are  not  only  striving  to  prove  a  common 
origin  for  species,  but  some  are  seeking  to  trace  all  physical  forces  to  a 
common  source,  and  all  kinds  of  matter  to  the  same  original  substance. 

Teachers  should  accept  it  as  a  fact  that  a  thermal  unit  is  equivalent  to 
seven  hundred  and  seventy-two  foot-pounds ;  that  is,  the  force  which 
would  raise  a  given  weight  of  water  one  degree  Fahrenheit,  would  lift 
the  same  weight  seven  hundred  and  seventy-two  feel.  We  teach  that 
light  and  heat  consist  in  vibrations  of  atoms  or  molecules;  that  light  is 
transmitted  to  us  from  the  sun  by  the  vibrations  of  the  ether.  Probably 
electricity  should  also  be  regarded  as  a  mode  of  atomic  or  molecular  mo- 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  79 

tion ;  but  just  how  the  motion  differs  from  that  of  light  and  heat  we  cannot 
say.  Electricity  is  evidently  convertible  into  heat,  light,  and  mechanical 
force;  but  the  duty  of  teachers  is  plainly  to  await  future  developments 
on  this  subject.  So  far  as  gravity,  cohesion,  and  chemical  affinity  are 
concerned,  we  have  no  theory  to  teach.  Why  matter  thus  attracts  other 
matter  we  cannot  tell,  even  though  Saigey  and  others  attempt  to  account 
for  these  forces  by  the  vibration  and  rotation  of  molecules  of  matter 
carrying  with  them  atmospheres  of  ethereal  atoms. 

The  unity  of  force  leads  naturally  to  the  unity  of  matter.  Some  evo- 
lutionists would  make  the  ether  the  oiiginal  of  all  matter;  others  would 
make  the  original  atoms  of  two  kinds,  ethereal  and  corporeal,  with,  per- 
haps, hydrogen  as  the  original  of  the  corporeal;  others  still,  would  rec- 
ognize some  or  all  the  chemical  elements  as  originally  distinct  forms  of 
corporeal  matter.  As  teachers,  we  propose  still  to  treat  the  chemical 
elements  as  distinct,  even  though  we  are  forced  to  resort  to  allotropism 
and  isomerism. 

The  subject  presented  in  this  paper  was  learnedly  discussed 
by  Mr.  Isaac  F.  Cady,  of  Barrington,  and  Professors  S.  S. 
Greene  and  B.  F.  Clarke,  of  Brown  University.  After  a 
brief  recess,  Professor  J.  L.  Lincoln,  of  Brown  University, 
read  a  thoughtful  and  discriminating  paper  on  "Preparatory 
Classical  Studies,"  in  which  he  considered  their  value  and  the 
spirit  and  method  of  pursuing  them.  He  would  not  place 
classical  studies  in  antagonism  to  the  physical  sciences- 
Physical  science  generally  addresses  the  understanding.  It 
is  the  office  of  literature  to  reach  the  soul,  and  thus  the  Iliad 
of  Homer  supplies  a  felt  want. 

The  study  of  lar  guage4  cultivates  fixed  and  concentrated  attention.- 
The  ancient  languages  are  more  perfect  and  regular  than  the  modern, 
but  have  a  family  relation  to  all  the  modern  tongues,  and  are  not  dead. 
Latin  still  lives  in  the  French,  Spanish,  English  and  Italian  languages. 
Greek  and  Latin  still  speak  with  ever-living  voices.  The  study  of  these 
languages  is  a  means  to  an  end.  We  are  to  seek  culture  from  their  lit- 
eratures. In  their  thoughts  and  subjects  they  inspire  us  to  spiritual 
worth.  They  teach  precepts  of  truth.  They  are  still  unapproached  in 
literary  exrellence.  Hence  you  have  a  sufficient  arguihent  for  the  value 
of  classical  studies  in  a  liberal  education. 

The  pupil  should  have  a  clear  and  sure  aim  of  what  he  is  to  do  and  be. 
The  languages  should  be  learned  and  acquired;  made  a  lasting  posses- 
sion of  the  mind  We  all  need  to  try  more  and  more  to  achieve  the  posi- 
tive results  of  better  learning  by  the  use  of  the  existing  good  methods  of 


80  HISTORY    OF    THE 

study.  These  languages  should  be  mastered  for  our  use.  This  can  he 
done  "  Possunt  quid  posse  vicentur,"  I  mean  by  mastering  just  what  we 
mean  by  mastering  a  modern  language  which  we  purpose  to  use  in  read- 
ing and  speaking.  We  should  put  Professor  Harkness'  excellent  works 
to  practical  use  in  constantly  interchanging  Latin  and  English  in  all  their 
forms,  and  by  question  and  answer.  No  form  or  word  but  should  be 
coined  into  living  speech.  The  book  should  only  be  given  up  when  the 
scholar  has  it  all  in  his  mind.  With  what  facility  might  you  then  read  a 
Latin  author.  Not  only  should  book-words  be  used,  but  there  should  be 
something  like  conversation  between  teacher  and  scholar.  The  names 
of  common  objects  and  acts  should  be  used  in  daily  intercourse.  You 
would  not  lose  but  gain  time  by  it,  making  the  school  a  Indus  as  in 
olden  time.  All  this  might  be  done  without  any  letting  down  of  gram- 
matical strictness,  but  the  pupil  would  come  back  with  greater  appetite 
for  knowledge.  The  lesson  should  be  read  back  from  the  translation  into 
the  original,  and  every  new  word  made  so  familiar  that  it  need  not  be 
learned  again.  Thus  there  would  be  a  real  progress  in  knowledge,  and 
the  end  of  classical  study  be  obtained. 

There  are  higher  aims  in  the  study  of  language ;  first,  the  teacher  will 
strive  to  bring  into  his  work  a  taste  for  literary  beauty.  It  is  a  pleasure 
to  so  instruct  the  scholar,  and  to  urge  him  to  this  study  which  has  done 
so  much  for  others.  We  should  not  regard  language  as  mere  material 
for  grammatical  analysis.  We  may  begin  the  study  too  early,  before  we 
are  able  to  appreciate  their  beauties  and  diction .  Our  pupils  should  know 
and  feel  these  beauties,  which  they  should  study,  not  as  tasks  to  be 
learned,  but  al  noblest  diversions  for  future  days.  They  should  be  con- 
versant with  the  authors  and  know  their  excellences.  The  work  of 
translation  should  be  made  a  means  ot  discipline  to  the  student  in  his 
own  vernacular. 

Again,  the  life  of  the  people  among  whom  Greek  and  Roman  letters 
grew  up.  should  be  a  subject  of  study.  Greek  and  Latin  each  contributed 
to  the  Christian  religion,  and  here  is  a  fruitful  theme  which  should  be  of 
interest  to  the  student  in  the  early  part  of  his  study.  What  were  their 
manners  and  customs,  their  relation  to  the  races  of  modern  times  are 
subjects  of  a  life-work  which  should  be  early  begun.  Virgil  should 
be  studied  as  a  national  poet,  Cicero  as  an  exponent  of  Roman  political 
life.  I  am  glad  we  have  schools  which  do  so  good  work,  which  have 
given  so  many  good  scholars  to  our  University.  I  trust  they  will  do  yet 
better  service.  In  reading  not  long  since  of  the  schools  of  England,  I 
received  some  idea  of  the  power  of  these  schools  in  enlightening  the 
nation,  and  I  would  say  to  our  teachers,  it  is  a  worthy  ambition  to  sus- 
tain the  reputation  of  our  schools.  See  to  it  that  you  adorn  the  Sparta 
o/  your  dwelling-place.  Devote  the  power  it  shall  give  you  to  virtue, 
truth  and  religion. 

This  paper  was  discussed  by  Mr.  F.  W.  Tilton,  Principal 


ERODE     ISLAND    INSTITUTE    OF    INSTRUCTION.  81 

of  the  High  School  in  Newport,  and  Mr.  Alonzo  Williams,  of 
the  Friends  School,  Providence. 

The  Grammar  and  Primary  Section  was  first  addressed  by 
the  chairman,  on  some  methods  and  mistakes  in  Reading. 

Mr.  J.  C.  Greenongh,  Principal  of  the  State  Normal 
School,  then  read  a  paper  on  the  management  of  reading  with 
young  pupils. 

He  placed  considerable  stress  upon  the  union  of  the  powers  or  sounds 
of  the  letters  forming  the  earliest  words  learned  by  the  child;  also,  that 
the  word  should  not  be  presented  till  the  thing  it  symbolizes  was  known 
to  the  child,  or  the  idea  to  be  conveyed  comprehended.  He  thought 
much  was  lost  to  the  child  by  a  want  of  freshness  in  the  matter  presented 
for  reading  lessons.  He  hoped  to  see  the  day  when,  to  obviate  this, 
printed  sheets  would  be  furnished  monthly,  by  some  competent  commit- 
tee chosen  for  the  purpose,  to  be  distributed  among  the  schools  of  a  State 
or  community,  these  sheets  to  contain  appropriate  matter  for  different 
grades  of  schools,  exciting  curiosity  in  the  children,  by  the  continued 
newness,  and  affording  the  opportunity  of  keeping  the  children  interested 
in  current  topics,  in  history,  politics,  discoveries,  &c.,  which  they  could 
comprehend. 

He  thought  the  reading  book  a  very  important  one.  Around  it  clus- 
tered mucli  in  after  years  of  school-life.  The  influence  of  the  pieces  and 
of  the  teacher's  work  when  teaching  them  was  very  great. 

He  closed  the  paper  by  some  eloquent  allusions  to  the  doors  which  may 
be  opened  to  the  pupils  through  the  reading  lessons  to  the  gems  of  our 
great  authors,  forming  and  molding  the  tastes  of  the  pupils  for  their 
works. 

Two  papers  followed;  one  by  Mis*  Mary  A.  lliley,  of 
Westerly,  on  teaching  "  Elementary  Geography,"  and  the 
other  by  Miss  Susan  C.  Bancroft,  assistant  teacher  in  the 
Normal  School,  on  "Early  Steps  in  Language." 

Miss  Riley  regarded  the  teaching  of  position  as  of  first  importance.  It 
should  bo  done  before  the  name  Geography  is  uttered  in  the  class,  and  by 
locating  different  objects  in  the  school  room,  and  speaking  of  their  posi- 
tions, absolute  and  as  related  to  each  other.  Then  the  streets  of  the 
town,  and  houses,  etc.,  located  upon  them  might  be  taken  up  till  the 
necessity  of  a  map  was  felt.  Then  map  drawing  might  be  begun,  rude 
at  first,  but  to  be  perfected  in  the  higher  grades. 

Miss  Bancroft  advocated  the  teaching  of  language  in  all  the  school  les- 
sons from  the  earliest  period  of  school  going,  long  before  what  is  termed 
•20 


82  HISTORY   OF    THE 

composition-writing  begins.  The  pupils  should  be  taught  to  tell  about 
the  things  they  see  and  handle.  Here  is  where  they  get  their  first  lessons 
in  language.  She  impressed  upon  the  audience  the  great  importance  of 
the  teacher's  using  correct  language  in  all  the  less-ons  and  conversations 
and  aiding  the  pupils  to  do  the  same.  People  often  come  to  serious  mis- 
understanding and  legal  contests  even  by  a  misconception  of  words. 
The  legal  profession  would  be  deprived  of  half  their  work  were  it  not 
for  this.  Some  useful  hints  of  interest  to  teachers  were  given  in  relation 
to  further  steps  in  teaching  language. 

These  papers  were  respectively  discussed  by  Messrs  Albert 
J.  Manchester,  J.  Milton  Hall,  James  M.  Sawin,  Rev. 
Daniel  Leach,  and  Professor  S.  S.  Greene,  each  presenting 
practical  ideas,  enhancing  thereby  to  teachers  the  usefulness 
of  the  session. 

The  evening  session  at  Music  Hall  attracted  a  large  audi- 
ence. President  Lyon  introduced  Hon.  John  Eaton,  United 
States  Commissioner  of  Education,  who  delivered  a  lecture 
upon  the  general  character  of  education,  and  some  of  its 
pressing  needs. 

In  his  introductory  remarks  the  speaker  quoted  the  words  of  Sir  Walter 
Raleigh  when  lifting  the  axe  of  the  executioner  in  the  Tower  of  London, 
a  short  time  befoi'e  his  execution.  He  said,  >:This  is  a  sharp  instrument, 
but  it  cures  all  diseases."  His  cai-eer  and  death,  said  he,  were  an  illus- 
tration, and  his  words  an  expression  of  the  sentiment  of  his  days.  But 
another  treatment  is  now  universally  approved;  indeed,  the  change  was 
then  at  hand.  Two  years  after  his  execution  the  settlement  of  Xew 
England  marked  a  new  departure.  In  spite  of  the  times  the  course  of 
events  led  to  the  formation  of  a  government  in  which  all,  equal  before 
their  Divine  Master,  were  equal  before  the  law  of  the  land.  Our  fore- 
fathers saw  that  their  compact  of  government  must  allow  the  children  to 
learn  so  much  of  letters  as  to  be  able  to  read  the  Bible  and  the  laws 
under  which  they  were  to  be  governed.  In  the  past,  nations  treated  vice 
and  crime  by  the  sharp  edge  of  the  executioner's  axe,  but  our  fathers 
began  to  employ  here  in  the  wilderness  a  new  remedy.  They  introduced 
education  by  the  government  compact,  resulting  in  a  civilization  and  in 
a  nation  that  has  presented  before  the  world  a  spectacle  of  dealing  suc- 
cessfully with  actual  treason  without  the  execution  of  the  traitor.  Edu- 
cation neither  begins  nor  ends  with  the  book  knowledge,  but  is  only  con- 
centrated and  intensified  by  the  aid  of  teachers  and  books- 

The  lecturer  spoke  of  education  as  affected  by  the  necessary  changes 
produced  by  the  changes  of  time.  Outside  of  New  England,  shortly  after 
its  settlement,  instruction  was,  as  a  rule,  under  the  control  of  the  church 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION.  83 

or  private  individuals,  and  extended  only  to  the  few.  At  the  day  of  this 
settlement,  we  look  in  vain  for  civil  decrees  or  laws  enforcing  education. 
A  century  later,  civil  law  in  Russia  decreed  elementary  education,  but  it 
was  only  because  the  people  would  by  it  be.  more  efficient  subjects  of  the 
monarchy.  Outside  of  the  inhospitable  wilderness  of  the  New  World,  edu- 
cation was  given  only  to  the  few;  but  our  fathers  proposed  to  give  all  a 
chance  to  be  educated,  for  they  saw  that  vice  and  crime  and  poverty 
would  be  less  frequent  by  its  influence.  They  saw  that  all  persons  were 
endangered  by  these  evils,  and  proposed  they  should  all  have  the  same 
chance  to  escape  them.  Our  fathers  saw  that  property  could  prevent 
vice,  crime  and  pauperism  by  bearing  the  expense  of  education.  Opposi- 
tion to  the  continuation  of  the  support  of  education  forgets  that  each  in- 
dividual, each  generation,  must  begin  just  as  its  predecessor.  Man's 
work  must  not  only  be  done  anew  and  wholly,  for  each  child  as  it 
appears,  but  each  one  must  be  informed  and  stimulated  to  do  his  part  of 
the  work  of  the  town,  the  State,  and  the  nation.  The  neglect  of  elemen- 
tary training  for  live  years  in  any  community,  would  find  the  next  gene- 
ration on  the  stage  totally  ignorant.  The  thoughtful  worker  in  the  cause 
of  education  must  have  these  considerations  in  view  when  he  is  counting 
the  cost  of  sustaining  systems  of  education  in  vigorous  operation.  Our 
predecessors  formed  their  conclusions  that  property  must  be  put  into  the 
cause  of  education,  and  if  we  do  not  wish  to  experience  the  civil  upheavals 
common  among  uneducated  nations  in  their  day,  we  must  hold  in  mind 
their  conclusions. 

The  lecturer  then  went  on  to  consider  the  effects  of  changes  in  the  pop- 
ul:  tion  on  educational  questions. 

A  thing  absolutely  essential  to  tlie  success  of  the  work  of  the  school  is 
the  intelligent  and  sympathetic  'cooperation  of  the  surrounding  commu- 
nity. When  this  is  wanting  and  the  teacher  feels  compelled  not  only  to 
stimulate  the  pupils  in  their  own  efforts,  and  iterate  and  reiterate  to  them 
the  things  which  should  be  brought  before  them  by  their  parents  and 
friends  there  is  but  little  hope  of  success. 

In  conclusion  the  speaker  addressing  himself  to  the  school  teachers  of 
Rhode  Island,  said,  if  I  have  not  directed  my  remarks  successfully  to  you 
this  evening,  if  I  have  rather  suggested  facts,  the  consideration  of  which 
should  be  for  the  whole  American  people,  and  should  inspire  every  parent 
and  citizen  with  an  anxious  and  sympathetic  cooperation;  still  I  have 
not  forgotten  that  the  success  or  failure  is  committed  to  you.  Have  you 
taken  your  position  from  right  motives?  Are  you  in  the  line  of  duty? 
The  Great  Master  says  to  you  "go  on,"  and  His  protection  and  support 
will  nut  fail  you. 

At  the  close  of  the  lecture,  Professor  Mark  Bailey,  of 
Yale  College,  read  the  re-union  poem,  by  Holmes,  a  selection 
from  Dombey  and  Son,  including  the  death  of  little  Paul, 
and  the  story  of  the  Hoosier  \\lio  invested  in  live  oysters,  all 


84  HISTORY     OF    THE 

of  which  were  received  with  strong  marks  of  satisfaction ; 
and  thus  closed  the  first  day  of  unusual  intellectual  enjoy- 
ment. 

Friday  morning  (second  day)  the  Institute  was  opened 
with  devotional  exercises  by  Rev.  D.  H.  Greer,  Rector  of 
Grace  Church.  President  Lyon  made  an  earnest  and  appro- 
priate address  of  welcome  to  the  teachers  assembled  from 
every  part  of  ihc  State,  and  representing  the  interests  of 
education  in  their  respective  towns. 

The  high  mission  to  which  the  teachers  of  to-day  ai'e  called,  is  a  cause 
for  congratulation.  Their  duties  are  worthy  of  the  most  exalted  talents, 
the  most  cultivated  intellects,  and  the  noblest  aspirations.  Their  work  is 
not  merely  a  profession,  but  a  calling  to  which  they  are  summoned  by  a 
vox  internet,,  whose  bidding  they  cannot  disregard.  Under  its  influence 
they  should  consecrate  all  the  powers  of  their  being, — physical,  mental, 
and  spiritual.  To  elevate  and  ennoble  their  chosen  pursuit  should  be  the 
inspiring  motive  to  untiring  efforts,  until,  from  exhausted  energies,  they 
are  unable  to  perform  its  responsible  and  self-denying  labors.  In  Ger- 
many, where  the  profession  has  received  its  highest  honor  and  won  its 
noolest  victories,  teachers  who  have  taught  forty  years  in  the  public 
schools,  retire  on  full  pay. 

President  Lyon  then  adverted  to  the  different  topics  to  be 
discussed  and  to  the  general  arrangements  for  the  meetings  of 
the  Institute,  as  well  calculated  to  bring  out  the  best  thoughts 
of  those  who  should  speak,  and  to  make  this  meeting  of  the 
Institute  a  profitable  one  to  all  in  attendance. 

At  the  close  of  his  address,  Mr.  J.  C.  Greenough  was  in- 
troduced to  the  audience,  and  read  a  paper  upon  "The  Use 
of  Text-Books.'7 

He  defined  a  text-book  as  a  bnok  regularly  used  by  the  student  in  the 
preparation  of  his  lesson.  Text-books  are  of  different  qualities,  but  we 
are  to  consider  when  a  good  text-book  should  or  should  not  be  used. 
They  should  not  be  used  when  the  printed  page  will  not  convey  what  is 
to  be  taught.  Early  teaching  must  be  without  books,  and  first  ideas  are 
the  most  important  since  they  determine  the  pupil's  future  acquirements. 
Words  are  not  the  objects  of  our  knowledge,  but  principles,  and  princi- 
ples arc  facts  systematically  arranged.  We  must  study  facts  before  we 
can  classify.  The  perceptive  faculties  develop  first  in  order,  and  upon 
their  development  depends  that  of  the  other  faculties.  Something  more 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  85 

than  words  ;ire  needed  to  develop  this  faculty.  We  must  have  objects  to 
teach,  and  teach  the  objects  before  the  words.  The  teacher  should  dis- 
tinguish between  telling  and  teaching.  He  should  observe  and  then 
make  his  own  statements.  This  was  Agassiz's  method.  The  pupil  gain- 
ing ideas  in  the  natural  order  will  adopt  this  method  in  after  life,  and 
will  investigate  for  himself.  This  will  make  individual  men  rather  than 
machines.  Some  say  it  is  well  to  fix  correct  statements  and  store  the 
mind  with  facts,  to  be  known  in  later  years;  but  this  cultivates  a  ha.bit  o£ 
trusting  to  statements  and  memory  rather  than- to  experience.  Let  the 
teacher  direct  the  pupil's  investigation  of  his  own  consciousness.  This 
is  more  properly  called  the  natural  method. 

When  text-books  contain  the  things  to  be  studied — as  language,  litera- 
ture, and  the  like,  they  must  be  used.  We  should  save  time  by  increase 
of  interest,  acting  as  original  investigators.  There  is  a  prejudice  in  many 
minds  against  oral  teaching  which  is  just,  if  it  refers  to  mere  rambling 
talk.  Teaching  should  be  brief,  concise  and  thoroughly  understood  by 
the  teacher.  Such  teaching  awakens  enthusiasm.-  Books  containing 
problems  are  useful,  but  principles  and  rules  should  be  taught  orally. 
Books  often  present  the  subject  in  such  a  manner  that  the  need  of  obser- 
vation is  not  felt.  Teaching  is  the  mark  of  teachers  not  of  text  books. 

Text-books  may  be  used  to  gain  knowledge  which  cannot  be  obtained 
by  experience,  as  in  history  and  geography.  Single  facts  are  of  little 
value  except  in  their  relation  to  other  facts  and  to  principles.  The 
teacher  should  lead  the  pupil  to  compare  known  facts  and  reach  conclu- 
sions valuable  to  himself  and  others.  The  pupil  should  study  things  be- 
fore principles  and  statements,  should  be  familiar  with  practice  before 
learning  rules.  In  the  study  of  language,  translation  precedes  the 
methods  of  grammar.  When  the  pupil  has  corne  to  understand  the  sub- 
ject, if  text-books  can  best  state  the  knowledge,  they  may  be  profitably 
used. 

The  views  presented  in  this  paper  were  discussed  at  con- 
siderable length  l)y  Rev.  Carlton  A.  Staples,  Rev.  Daniel 
Loach,  and  Professor  Samuel  S.  Greene.  Mr.  Staples  com- 
plimented the  paper,  and  referied  to  his  former  teacher,  who 
was  wont  to  say  "  no  one  \vas  tit  to  teach  unless  he  could  dis- 
pense with  the  text-hooks."  He  continued  : 

There  is  a  difference  in  pupils  about  using  text-books.  If  we  consider 
the  aim  to  impart  knowledge  of  facts  and  lit  the  scholar  for  life's  work 
by  awakening  habits  of  thoughtfulness  we  shall  arrive  at  proper  conclu- 
sions. While  the  intellect  should  be  cultivated,  it  is  also  important  that 
facts  and  principles,  which  prepare  the  pupil  to  fill  his  place  in  life, 
should  likewise  be  imparted,  and  this  must  be  done  mainly  by  text-books, . 
even  if  the  teacher  make  his  own  books. 


86  HISTORY    OF    THE 

The  majority  of  pupils  have  not  and  never  can  have  much  individual- 
ity and  to  teach  such  pupils  we  must  rely  on  text-books.  Spelling  must 
be  learned  by  memory,  it  cannot  be  reasoned  out,  and  in  grammar  we 
must  teach  principles  from  text-books  The  reasoning  powers  should  be 
developed;  but.  after  all,  do  we  not  rely  chiefly  on  the  memory,  even 
though  it  be  treacherous  ?  We  do  not  succeed  in  properly  awakening  moral 
and  religious  life  even  in  our  Sunday  schools;  we  should  not  only  learn 
the  rules  but  form  the  habits  of  virtuous  conduct-  So,  in  the  intellectual 
liie,  we  may  simply  cram  the  memory  with  facts.  This  is  better  than 
nothing,  but  not  what  is  needed.  We  are  gaining  in  illustration  and  in 
striving  to  awaken  thoughtfulness  and  interest.  It  is  more  difficult  to 
teach  without  text-books  and  to  make  a  good  exhibition  to  the  trustees, 
commissioners  and  parents,  yet  a  very  little  power  of  discrimination  is 
better  than  any  amount  of  mere  book  knowledge. 

Rev.  Mr.  Leach  followed  Mr.  Staples,  and  said  : 

He  believed  a  skillful  teacher  would  not  be  closely  confined  to  text- 
books, but  properly  used  they  are  essential  to  the  good  of  the  school. 
How  they  should  be  used  would  depend  upon  the  capacity,  age  and  cir- 
cumstances of  the  child.  Thought  may  be  awakened  by  objects,  by 
pictures,  by  description,  or  by  the  names  of  objects.  Children  have  few 
spontaneous  ideas,  and  early  knowledge  is  limited;  how,  then,  can  a 
teacher  present  numerous  objects?  The  more  the  teacher  can  use  objects 
the  better,  but  pictures,  descriptions  or  names  of  objects  must  at  times 
take  their  place.  Without  the  names  of  objects  he  will  know  nothing  of 
what  he  sees.  Thoughts  must  be  put  into  language  and  should  be  ex- 
tracted from  language.  The  child  that  can  do  this  readily  and  accurately 
is  educated.  The  memory  is  the  only  conservator  of  knowledge,  and  this 
is  by  exact,  definite,  precise  language.  Thoughts  should  be,  as  far  as 
possible,  in  logical  order;  the  closer  the  intim-icy  of  relation  the  better 
The  cultivation  of  memory  should  not  be  the  exclusive  work  in  our 
schools.  A  difficult  but  profitable  work  is  the  expression  of  thoughts  in 
different  words  from  those  through  which  they  were  received.  Reason- 
ing is  the  comparison  of  facts  and  is  entirely  dependent  on  the  memory. 
To  criticise  is  easy;  a  man  might  state  just  how  to  make  a  watch,  and 
yet  not  be  able  to  construct  one.  We  all  desii  e  to  give  the  pupil  as  much 
knowledge  as  possible,  and  teach  him  to  use  it  in  the  most  effective 
manner.  Words  and  language  must  be  furnished  before  many  ideas  can 
be  communicated,  but  the  mind  should  not  be  burdened  with  mere  empty 
words.  Pupils  should  use  pencil  and  slate,  giving,  in  their  own  words, 
the  ideas  received. 

I  dissent  from  the  view  that  definitions  and  principles  should  be  lelt  to 
the  teacher.  It  would  produce  confusion,  and  we  should  have  no  fixed 
definitions.  The  most  difficult  part  of  teaching,  and  that  which  requires 
the  most  skill,  is  to  expi'ess  principles  accurately  and  concisely  in  lan- 
guage, and  when  done  these  should  be  preserved.  One  defect  in  our 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  87 

teaching  is  inexactness.  Processes  should  precede  definitions  but  knowl- 
edge should  be  preserved  in  the  best  language.  As  regards  spelling 
words  the  pupil  does  not  understand,  it  is  impossible  that  he  should  un- 
derstand the  full  meaning  of  all  the  words  he  meets.  Children  should 
thus  learn  to  use  words  accurately.  The  memorizing  of  words  is  to  be 
learned  primarily  by  young  pupils  from  sentences  in  their  reading  lesson 
and  by  using  them  to  express  thoughts  of  their  own.  In  reading  we  have 
the  mechanical  process  and  also  the  intellectual.  The  latter  extracts  the 
thought  from  the  page-  We  next  put  thought  into  language  and  make 
it  effective  to  others.  We  wish  to  cultivate  the  memory  that  the  pupil 
may  reason.  Oral  teaching  is  apt  to  be  given  at  random.  As  a  rule  we 
should  teach  only  what  applies  to  the  lesson.  Beginning  at  the  founda- 
tion all  knowledge  should  be  related.  We  should  not  burden  the  mem- 
ory with  useless  knowledge.  When  the  memory  is  gone,  all  is  gone.  It 
is  well  to  make  knowledge  attractive,  but  let  the  pupil  understand  that  it 
is  by  toil  and  effort  only  that  knowledge  i  gained.  The  mind  as  well  as 
well  as  the  body  needs  strong  meat.  We  never  read  of  a  man  who  at- 
tained eminence  as  a  scholar  who  had  not  a  good  memory.  Our  teachers 
are  now  striving  more  than  ever,  that  the  scholars  shall  derive  ideas  from 
the  text- books  and  not  that  they  may  give  a  mere  verbal  recitation. 

Professor  Greene,  in  closing  the  discussion,  s;iid  : 

I  belong  to  both  sides  of  this  question.  In  my  earlier  years  of  study 
the  professor  carne  before  us  with  notes  or  books  and  began  to  rub  a  glass 
tube  with  a  calf-skin.  He  then  held  it  over  the  table  on  which  he  had 
placed  some  light  particles;-  and  we  saw  these  alternately  attracted  to  and 
repelled  from  the  glass.  He  then  began  to  explain  it  and  give  us  facts 
connected  with  it.  I  enjoyed  this  exercise,  I  know  I  did.  I  can  con- 
ceive of  his  coming  with  the  statement  of  the  fact  and  then  proving  his 
statement  by  experiments.  I  sometimes  question  which  is  the  better,  but 
I  confess  I  like  the  first.  I  should  not  wish  the  professor  to  repeat  it 
many  times.  Object-teaching  is  often  carried  to  excess. 

Suppose  I  take  geography;  I  wish  to  give  the  pupil  an  idea  of  Mada- 
gascar I  lirst  show  him  an  island,  however  small,  then  teach  him  of 
larger  islands,  and  go  from  the  object  which  gives  the  elementary  idea 
up  to  the  great  idoa.  If  you  say  to  me,  "  Titus  erected  a  battering  ram," 
unless  1  have  seen  a  picture  of  it,  it  is  all  a  grand  blank  to  me.  The 
object  of  teaching  is  to  fill  out  and  open  up  the  thoughts  which  the  pupil 
entrusts  to  memory.  Commit  to  memory  through  the  understanding,  nut 
through  the  language  simply.  My  thought  is  this;  the  business  of  the 
teacher  is  to  furnish  ideas,  let  him  use  text-books,  but  let  him  make  his 
ideas  clear.  The  disadvantage  of  teaching  without  a  tex-book  is  the 
crowding  into  the  mind  of  five  or  six  different  things  without  a  record. 
A  record  helps  to  recall.  It  should  be  as  brief  as  possible.  My  class  are 
required  to  take  their  own  notes  or  to  take,  my  dictation,  I  have  tried  this 
method  and  am  satisfied.  The  text-book  must  have  a  great  deal  of  lum- 


HISTORY    OF   THE 

ber  in  it;  let  me  use  the  book  and  throw  away  the  lumber.  Both  with 
and  without  the  text-book,  is  the  true  way  to  teach;  the  teacher  who 
cannot  teach  without,  is  not  fit  to  teach. 

Professor  Bailey  gave  a  pleasant  lecture  on  Reading : 

I  occasionally  find  a  class  well  drilled  in  logical  analysis,  and  this  is 
the  preparation  for  reading  sentences .  Do  you  not  think  it  possible  to 
make  rending  orderly,  scientific  and  more  useful  and  practical?  Huxley 
says,  "  Method  is  the  same  in  all  sciences."  Observe  facts,  then  group, 
and  then  elaborate  them.  Deducing  conclusions  from  this  elaborating  of 
facts,  you  individualize  and  observe  the  points  of  similarity.  You  then 
test  your  observations.  This  is  verification.  This  method  is  not  impos- 
sible in  reading.  We  may  go  out  and  observe  the  best  talkers,  we  ob- 
serve the  same  facts  in  the  conversations  of  many,  and  then  say,  "  All 
persons  speak  in  this  way  "  For  example,  how  do  people  speak  when 
most  happy  in  expression?  On  matter  of  fact  ideas,  they  speak  just  loud 
enough,  and  just  fast  enough,  with  moderate  force,  stress,  time,  &c.  We 
thus  begin  to  classify.  What  changes  are  made  for  increased  enthusiasm  ? 
Their  ideas  are  expressed  faster,  louder  and  with  marked  stress.  You 
know  expressions  of  joy  or  sorrow,  when  you  cannot  hear  the  words. 
We  observe,  till  we  are  satisfied,  how  people  express  happy  ideas.  Joy- 
ous ideas  are  spoken  with  gushing  emphasis,  increased  time,  a  longer 
slide,  and  purer  quality  of  voice.  We  observe  sadness  in  the  same  way. 
We  have  here  also  good  training  in  accurate  observation.  People  when 
sad,  use  the  semi-tone,  as  we  use  the  black  keys  of  an  instrument  for 
plaintive  pieces.  It  is  a  law  of  nature  in  speech  as  well  as  in  music,  that 
we  should  use  suppressed  force  and  peculiar  half  tones  to  indicate  sad- 
ness Grand,  royal  words,  require  large  volume  and  open  tone.  Pleasant 
language  for  harsh  ideas  is  not  always  sufficient.  They  require  far  dif- 
ferent tones,  abrupt  emphasis,  harsh  stress.  The  dog  will  mind  when  you 
speak  decidedly.  He  will  generally  mind  the  tone  of  voic<;  rather  than, 
the  words  spoken.  You  distinguish  irony  by  the  tone,  if  you  hear  it,  or 
by  the  sentiment,  if  you  read.  It  is  a  difficult  thing  to  individualize 
ideas,  but  this  is  the  secret  of  good  reading.  Note  the  points  of  resem- 
blance or  difference.  The  first  means  of  individualization  is  by  compari- 
son and  contrast;  all  thought  depends  on  these.  Everything  is  relative. 
You  must  have  lights  and  shadows  in  expression  and  in  thinking.  Our 
bad  reading  is  not  due  to  the  want  of  good  voices,  but  to  a  want  of  care- 
ful thought  and  accurate  preparation. 

At  the  afternoon  session  Professor  Bailey  resumed  his  lec- 
ture, and  read  with  the  pupils  of  the  Normal  School,  Presi- 
dent Lincoln's  speech  delivered  at  Cemetery  Hill,  bringing 
out  the  contrasts,  and  showing  that  a  phrase  containing  but  a 


RHODE    ISLAND  INSTITUTE  OF  INSTRUCTION.  89 

single  idea  should  be  spoken  us  a  whole,  and  tested  his  direc- 
tions for  emphasis  and  stress.  The  exercise  was  one  of  the 
best  fe:itures  of  this  department  of  instruction,  and  was  re- 
ceived by  the  audience  with  unqualified  satisfaction. 

At  the  close  of  Professor  Bailey's  lecture,  Mr.  Levi  W. 
Russell  read  a  paper  upon  the  question,  "  How  can  our 
Schools  be  Improved  ?  "  He  said  : 

This  question  c;in  hardly  be  considered  distinct  from  the  whole  work 
we  have  discussed  here.  But  as  I  understand  the  point,  it  is  to  bring  to 
light  the  faults  of  our  schools  with  a  view  to  rectifying  them.  And  we 
shall  not  lack  advisers,  for  every  Yankee  can  run  the  government  or 
teach  a  school.  The  reformer  says:  "  All  is  out  of  joint."  Everything 
is  to  be  don  3  by  method  tind  made  perfect. 

Then  there  are  the  specialists  of  divers  kinds.  The  professions  eome 
to  us:  the  physician,  attorney,  painter,  sculptor,  trader,  the  master 
mechanic,  and  even  the  kitchen,  invades  the  school.  The  pressure  for 
more  and  better  is  so  great  we  may  well  pause  and  ask  if  our  schools  are 
adapted  to  the  pupil.  So  many  things  require  study  just  when  the  pupil 
needs  time  and  opportunity  for  physical  development.  Music,  drawing, 
sketching,  &c.,  the  natural  sciences,  to  say  nothing  of  history  and  decla- 
mation, are  urged -upon  us.  New  studies  improve  the  appearance  of  the 
school,  but  the  question  arises,  will  they  not  kill  the  scholars,  especially 
the  girls?  It  is  not  difficult  to  urge  them  to  work  beyond  recuperation. 
The  boy  generally  manages  to  live  through  it,  and  takes  to  mental  growth 
afterward.  The  tendency  is  to  keep  all  we  have  and  add  more.  It  will 
take  but  a  few  minutes  each  day,  and  is  so  important.  Is  not  our  present 
system  injurious?  What  can  best  be  spared,  is  the  question.  Make 
music  recreation,  let  drawing  in  part  replace  writing.  With  the  haste 
of  fa  tin  rs  and  mothers  it  is  plain  we  cannot  lengthen  the  time.  We 
should  concentrate  attention  on  a  few  studies  and  bo  thorough.  Facts 
are  worth  more  than  theories.  My  own  experience  in  Spelling  teaches  that 
it  can  be  learned  thoroughly.  In  Geography,  we  should  teach  how  to  use 
maps  rather  than  make  use  of  them  ourselves.  In  Arithmetic  we  give 
too  much  work.  Our  school  work  requires  too  long  application  to  be 
healthmlly  accomplished,  but  who  is  to  blame  for  this?  Ask  the  mothers 
and  fathers  who  will  nrge  their  children  forward.  Ask  the  school  visi- 
tors. We  are  all  to  blame  and  must  mend,  or  our  pupils  will  be  physical 
wrecks.  The  time  is  at  hand.  In  Hartford  and  Boston  the  movement 
of  reform  has  begun.  Children  under  fifteen  years  old  should  do  most 
of  their  studying  in  school  during  school  hours.  You  may  say  these 
hours  are  not  all  devoted  to  study ;  part  of  the  time  is  taken  in  recita- 
tions; but  recitations  should  require  as  much  mental  application  as  study. 
There  arc  manifest  and  important  advances,  as  in  grading  and  classifica- 
tion, but  there  are  objections  to  a  close  adherence  to  these.  The  com- 
11 


90  HISTORY   OF   THE 

rnitlee  and  teacher  expect  the  same  from  every  scholar.  Nothing  is 
more  impossible,  unless  the  requirements  are  low.  Many  a  teacher  will 
keep  back  some  for  the  others.  Would  it  not  be  better  that  even  the  dull 
scholars  should  make  progress?  I  do  not  advocate  a  superficial  course, 
but  that  the  pupil  learn  thoroughly  what  hi«  mental  ability  is  fitted  for. 

Mr.  Russell  advocated  the  presence  of  women  on  School 
Boards,  and  more  male  teachers  in  schools  of  lower  grades, 
that  the  pupils  might  come  into  contact  with  the  masculine 
mind.  The  two  should  work  together  in  mental  training. 
To  improve  our  schools  only  teachers  entirely -qualified  for 
their  duties  should  be  employed.  Skilled  teachers  should  be 
promoted  and  well  paid,  outranking  those  who  do  a  minimum 
of  work  for  maximum  pay.  The  Germans  say  to  us,  "You 
build  palaces  for  school  houses,  and  starve  your  teachers." 
It  is  not  nearly  so  bad  as  they  represent,  but  when  you  pay 
better  wages,  you  will  get  better  teachers  and  have  better 
schools. 

Mr.  Russell's  paper  was  discussed  by  Mr.  William  A. 
Mowry  : 

We  may  all  have  our  theories,  but  for  myself,  I  know  less  about  it  than 
I  thought  I  did  ten  years  ago*.  Let  us  see  what  elements  constitute  a 
good  school.  First,  a  ;rood  teacher;  second,  good  scholars;  third,  inter- 
ested parents; 'fourth,  the  school  house  and  its  appliances;  fifth,  the 
methods  of  study. 

As  regards  good  scholars,  we  should  not  give  the  most  attention  to 
teaching  the  best,  but  the  poorest.  We  cannot  choose  our  material. 
Proper  attention  should  be  given  to  ventilation,  heating,  light,  text-books, 
&c.  The  good  sense  of  the  people  will  look  after  these  matters.  Of  the 
course  of  study  I  know  little.  The  basis  seems  to  be  the  same  as  our 
fathers  studied:  the  three  4tK's,"  with  spelling,  geography  and  grammar. 
Of  methods,  teachers  have  had  pet  theories  which  they  have  tried  to 
prove  a  success,  but  which  have  not  succeeded.  Is  it  reasonable  tiiat  we 
should  spend  as  much  time  as  our  fathers  upon  these  common  studies, 
and  have  nothing  of  natural  history  and  the  botany  of  New  England?  I 
would  not  pull  down  the  old  till  a  better  method  can  replace  it.  Would 
that  the  combined  wisdom  of  New  England  might  lay  out  a  course  of 
study  for  our  schools.  There  is  no  profession  where  more  mistakes  are 
made.  We  spoil  souls  in  learning  how  to  teach,  and  don't  learn  then. 
The  more  I  think  of  it,  the  more  dissatisfied  I  am,  but  I  do  not  See  how 
to  lay  down  a  perfect  course  of  study.  A  scheme  will  not  be  devised  by 
mere  local  trials.  Teachers  should  not  take  what  is  said  from  the  plat- 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  91 

form  as  perfect.  It  appears  to  me  that  a  great  mistake  is  made  by  at- 
tempting to  exhaust  a  subject  the  first  time  going  over  it.  Would  it  not 
be  a  better  plan  to  go  over  the  elements  of  a  subject,  as  arithmetic,  or 
geography,  or  grammar,  and  then  review,  adding  more  difficult  exam- 
ples, and  by  the  third  time  over,  take  all  the  intricate  parts,  thus  com- 
pleting the  subject.  Over  half  the  pupils  in  our  lower  grades  of  schools 
leave  before  arriving  at  the  Grammar  school.  It  appears  to  me  that  it 
is  better  to  take  the  elements  of  the  "  four  ground  rules,"  and  proceed 
with  simple  and  easy  examples  through  the  elements  of  fractions  and 
decimals,  United  States  money,  and  reduction  and  compound  numbers, 
perhaps  even  to  percentage,  before  entering  the  Grammar  school.  Then 
*  go  back  and  review,  adding  more  difficult  problems  and  examples. 
Every  elementary  study  should  be  learned  in  this  way — first,  a  cursory 
view,  then  a  more  thorough  review.  Get  first  the  leading  points,  then  go 
over  again  and  get  the  details.  We  should  ever  keep  in  mind  the  primary 
object  of  a  course  of  school  education.  It  is  not  the  acquisition  of 
knowledge,  that  is  secondary,  but  it  is  to  develop  and  discipline  the 
powers  of  the  mind;  to  make  strong  men  and  women,  with  good  heads 
and  good  hearts. 

The  interest  awakened  by  the  exercises  of  the  preceding 
days  had  now  reached  a  point  of  rare  intensity.  As  the 
hour  for  the  evening  session  drew  near,  crowds  were  seen 
hurrying  to  the  Hall,  as  if  fearful  of  failing  to  obtain  a  seat ; 
and  not  without  reason.  At  half  pa»t  seven  o'clock  every 
seat  on  the  floor  and  in  the  spacious  galleries  was  occupied. 
Then  the  aisles  began  to  fill,  until  they  were  densely  packed, 
while  the  vestibule  and  the  entrance  ways  even  to  the  street 
were  tilled  with  persons  striving  in  vain  to  gain  admission. 
This  standing  multitude  stood  patiently  and  quietly  for  more 
than  two  hours  listening  with  eager  ears  to  the  distinguished 
gentlemen  by  whom  the  assembly  was  addressed — the  silence 
being  broken  only  by  repeated  bursts  of  applause.  It  was  a 
proud  moment  for  the  membeis  of  the  Institute,  particularly 
for  those  present  who  were  among  its  founders,  and  who  had 
watched  with  parental  solicitude  its  progress  for  nearly  a 
generation  of  years  ;  and  as  the  President  and  the  gentlemen 
seated  with  him  upon  the  platform  looked  down  upon  the 
"  sea  of  upturned  faces,"  they  evidently  felt  the  quickening 
power  of  the  scene.  The  President  addressed  the  assembly 
in  a  few  earnest  words  : 


92  HISTORY    OF    THE 

The  presence  of  so  great  numbers  was  an  assurance  of  their  earnest 
sympathy  in  the  cause  of  popular  education.  By  it,  teachers  are  cheered 
and  stimulated  to  greater  exertion.  The  proper  training  and  culture  of 
the  young  are  worthy  of  the  deepest  interest  and  fostering  care  of  all. 
The  waywardness  of  youth,  the  alluring  attractions  of  social  life,  and 
the  seductive  influence  of  worthless  books,  are  obstacles  which  cannot 
be  overcome  by  the  teacher  alone; — the  task  is  too  difficult,  the  labor  too 
great.  The  cordial  support  and  cooperation  of  parents  and  guardians 
are  indispensable.  Even  the  improved  condition  of  our  schools  is  but 
the  golden  fruitage  of  an  elevated  public  opinion.  This  opinion  has  ex- 
pressed itself  in  the  increasingly  liberal  appropriations  for  education 
made,  that  without  money  and  without  price  the  best  possible  advantages 
may  be  given  to  every  child  in  this  Slate,  thus  opening  wide  the  portals 
to  the  temple  of  knowledge.  For  the  year  ending  June,  1836,  the  entire 
amount  expended  in  this  State  for  the  support  of  public  schools  was  only 
seven  thousand  four  hundred  and  sixty-one  dollars  and  ninety-nine  cents. 
For  1873  it  was  six  hundred  and  two  thousand  eight  hundred  and  twelve 
dollars  and  twenty-eight  cents — more  than  eighty  times  as  much  as  it  was 
thirty-seven  yeai-s  ago. 

Yet  the  work  is  scarcely  commenced.  Rhode  Island,  if  she  would  be 
true  to  her  history,  thoughtful  of  her  highest  welfare,  and  become,  as  Dr. 
Wayland  once  expressed  it,  the  "  Attica  of  America,"  must  pour  out  her 
treasure  like  water,  that  her  educational  advantages  make  keep  pace 
with  her  increasing  wealth  and  general  prosperity. 

The  other  speakers  of  the  evening  were  Lieutenant-Gov- 
ernor C.  C.  Van  Zandt,  Hon.  Thomas  A.  Doyle,  Rev.  E.  G. 
Robinson,  D.  D.,  President  of  Brown  University,  Hon.  John 
Eaton,  Rt.  Rev.  Thomas  M.  Clark,  and  Hon.  Thomas  W. 
Bicknell. 

Lieutenant-Governor  Van  Zandt  gave  a  vivid  and  amusing 
description  of  public  schools  as  they  existed  in  former  years. 

Mayor  Doyle  s-poke  of  several  changes  he  thought  would 
eventually  be  made  in  the  present  school  system.  He  was 
in  favor  of  the  assignment  of  fewer  pupils  to  a  teacher,  and 
of  giving  to  the  woman  who  teaches  the  same  studies  as  the 
man  and  does  the  work  as  well,  the  same  compensation.  He 
thought  that  there  should  be  more  school  houses  and  smaller 
ones. 

President  Robinson  compared  the  present  method  of  teach- 
ing in  our  schools  and  colleges  with  that  pursued  four  or  five 
hundred  years  ago.  He  did  not  think  well  of  crowding  more 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION.  93 

studies  into  the  school  or  the  University  than  could  be  thor- 
oughly mastered  within  a  given  time.  He  expressed  himself 
as  in  sympathy  with  a  broad  culture,  and  hoped  that  ere  long 
there  might  be  established  a  more  vital  union  between  Brown 
University  and  the  common  school  system  of  the  State. 

Hon.  John  Eaton  spoke  of  the  increase  of  illiteracy,  ex- 
tending against  an  increase  of  wealth  and  prosperity  in  our 
own  and  in  foreign  lands.  He  was  gratified  with  the  efforts 
making  in  Rhode  Island  to  counteract  this  evil,  and  believed 
that  gatherings  like  these  of  the  Institute,  and  this  sympathy 
of  feeling  in  educational  matters,  would  help  the  work 
throughout  the  country. 

Bishop  Clark,  after  referring  to  his  early  experience  as  a 
school  teacher,  called  attention  to  the  broad  distinction  be- 
tween instruction  and  education.  Teachers  often  failed  to 
notice  this  in  their  work.  He  favored  smaller  schools  and  a 
larger  number  of  teachers,  and  advocated  the  milder  mode  of 
school  discipline. 

Hon.  Thomas  YV.  Bicknell  gave  a  comprehensive  statement 
of  what  was  doing  for  public  instruction  in  Rhode  Island. 
The  number  of  weeks  of  schooling  has  been  increased.  The 
compensation  of  teachers  is  better  than  formerly.  Perma- 
nency and  stability  were  becoming  elements  in  school  work. 
The  University  and  the  Normal  School  were  doing  a  great 
work  for  the  State.  The  wealth  of  Rhode  Island,  in  propor- 
tion to  population,  is  greater  than  that  of  any  other  New 
England  State.  To  make  the  schools  better  a  better  super- 
vision throughout  the  State  is  needed.  Other  wants  are 
woman's  influence  on  School  Boards,  a  compulsory  school 
law,  an  industrial  school,  a  good  truant  law,  a  child-opera- 
tive law,  and  a  strong  public  sentiment  to  sustain  it. 

These  addresses  \\ere  interspersed  with  admirable  music 
by  the  young  ladies  of  the  Providence  High  School,  under 
the  direction  of  Mr.  B.  W.  Hood,  Mr.  Frank  F.  Tingley 
presiding  at  the  organ.  Professor  Bailey  also  read  selec- 
tions from  Mark  Twain's  "  Rouu'hino-  It,"  from  Mrs.  II.  B. 


94  HISTORY     OF    THE 

Stowe's  "  Oldtown  Stories,"  and  from  Major  Little's  "  An- 
thony and  Cleopatra."  The  young  ladies  of  the  High  School 
closed  the  exercises  with  the  pleasant  song,  "Home,  Sweet 
Home,"  and  thus  ended  a  day  of  great  intellectual  enjoy- 
ment. 

At  the  closing  meeting  on  Saturday  forenoon,  the  Treas- 
urer's report  was  received  and  accepted.  Mr.  Grccnough, 
in  a  few  appreciative  words,  announced  the  death  of  Prof. 
Osceola  H.  Kile,  Principal  of  the  High  School  in  Westerly, 
and  offered  the  following  resolution,  which  was  unanimously 
adopted  by  a  silent  vote,  the  members  of  the  Institute  rising  : 

Resolved,  That  in  the  death  of  Professor  O.  H.  Kile,  of  Westerly,  we 
have  lost  an  able,  enthusiastic  and  devoted  teacher,  who  was  equally  re- 
markable for  his  success  in  the  school-room  and  in  the  popular  assembly.* 

Mr.  Samuel  Austin  read  a  short  paper,  replete  with  weighty 
thoughts,  upon  "The  Importance  and  Demands  of  Elemen- 
tary Education."  After  alluding  to  the  great  number  of  peo- 
ple who  are  not  reached  by  popular  education,  he  said  : 

Universal  education  is  our  boast,  and  might  be  our  pride,  if  only  we 
really  provided  it.  It  matters  not  whether  it  be  p*ride  or  some  other 
cause  that  closes  our  doors.  Of  those  who  do  attend,  two-thirds  com- 
plete their  education  in  the  primary  schools.  The  average  attendance  of 
our  schools  is  very  low.  The  uneducated  form  a  large  part  of  our  popu- 
lation. A  tide  of  foreign  ignorance  is  constantly  increasing  the  number. 
This  fact  should  awaken  deepest  solicitude.  The  urgent  demand  is  uni- 
versal, thorough  education.  For  this  we  should  aim.  President  Robin- 

*Mr.  Kile  was  t>orn  in  Lewis.  Essex  Comity,  New  York,  January  10th,  1839,  and 
died  at  Westerly,  R.  I.,  of  pneumonia,  January  16th,  1873.  He  was  educated  at  the 
University  of  Vermont,  and  graduated  in  August,  1S63.  His  earlier  choice  of  a  pro- 
fession was  the  law,  but  subsequently  determined  to  make  teaching  his  life- 
business.  His  first  effort  was  at  Vergennes,  Vt.,  where  he  built  up  a  model 
school,  and  as  an  educator  obtained  an  extensive  influence  in  the  State.  He  re- 
moved to  Westerly  in  1870,  and  became  the  Principal  of  the  High  School  in  that 
place.  He  attended  the  session  of  the  Higher  Department  of  Instruction  at  the 
opening  of  the  annual  meeting  of  the  Institute,  January  9th.  1873,  but  suffering 
from  indisposition,  was  compelled  to  return  home  the  same  day,  and  survived 
only  one  week.  He  was  highly  esteemed  for  Christian  qualities  by  all  who  knew 
him,  and  his  sudden  death  was  widely  mourned. 


RHODE    ISLAND   INSTITUTE    OF   INSTRUCTION.  95 

son  well  says  that  "  candidates  for  the  University  are  distinguished  for 
the  thoroughness  of  their  elementary  education."  The  elementary  edu- 
cation generally  moulds  the  life.  But  even  the  ability  to  read  has  a  great 
influence  upon  after  life.  Our  Reform  School  illustrates  this  fact-  The 
higher  education  will  follow  the  elementary.  Even  from  our  evening 
schools  come  aspirants  for  college  training.  The  evening  schools  are 
doing  a  great  work;  they  make  good  overseers  instead  of  poor  laborers. 
Who  can  fathom  our  responsibility  in  view  of  the  vast  intellectual  power 
of  the  masses.  The  duty  of  providing  foi  our  native  children  is  not  the 
most  important.  Does  not  the  Christian  system  require  the  elevation  of 
the  ignorant?  Let  us  strive  to  comprehend  something  of  the  length, 
height,  depth  and  breadth  of  the  subject.  Shall  we  not  compel  the  in- 
tellectually lame,  halt  and  blind  to  come  into  our  public  schools?  Our 
material  prosperity  depends  upon  the  prosperity  of  society.  The  rich 
mines  of  education  should  be  within  reach  of  all  classes.  Let  us  multi- 
ply our  attractive  evening  resorts,  and  thus  cultivate  the  youth  even 
while  they  continue  their  daily  toil. 

Mr.  Cady  offered  a  resolution,  approving  of  a  proposition 
to  aid  the  common  schools  throughout  the  country  by  the  dis- 
tribution from  the  United  States  treasury  of  the  net  proceeds 
of  the  public  lands.  The  resolution  was  supported  by  Com- 
missioner Eaton,  and  adopted.  The  committee  on  the 
Rhodf-  island  Schoolmaster  reported  its  management  to  be 
eminently  satisfactory.  The  list  of  contributing  editors 
nominated,  was  elected.  Messrs.  Bicknell,  Mo  wry  and  Hoyt 
were  appointed  a  committee  to  confer  with  other  States  in 
reference  to  a  New  England  school  journal,  and  should  any 
plan  be  presented  for  establishing  such  a  journal  that  the 
matter  be  referred  to  the  Board  of  Directors  for  action.  A 
committee  was  appointed  to  collect  membership  fees  for  the 
Institute  and  take  subscriptions  for  the  /Schoolmaster.  The 
officers  of  the  Institute  for  the  year  ensuing  were  elected. 
President  Lyuii  declining  a  re-election,  Mr.  Isaac  F.  Cady 
was  unanimously  chosen  to  succeed  him.  The  customary 
votes  of  thanks  were  passed.  The  piinting  of  the  History 
of  the  Institute  was  referred  to  the  Board  of  Directors.  The 
final  hour  of  the  session  was  devoted  to  the  relation  of  edu- 
cational reminiscences,  by  several  of  the  early  members. 

President  Lyon  spoke  of  his  earlier   connection   with  the 


96  HISTORY    OF    THE 

Institute,  and  of  those  who  were  his  co-laborers  then.  He 
alluded  to  the  remark  of  Dr.  Wayland  that  "  Rhode  Island 
ought  to  be  the  Attica  of  America."  He  expressed  his  pleasure 
at  being  here  under  such  encouraging  circumstances.  We 
come  back  to  the  old  homestead.  The  Institute  has  changed 
the  character  of  the  teaching  in  the  State.  Its  great  influ- 
ence is  shown  by  such  a  meeting  as  last  evening.  He  spoke 
of  the  eifect  of  silent  forces,  beautifully  illustrating  it  by  a 
certain  remarkable  ocean  current.  He  olosed  his  remarks 
with  flattering  allusions  to  his  old  friend  and  adviser,  whom 
he  introduced. 

Hon.  John  Kings-bury  then  said  : 

1  wish  to  welcome  the  old  friends,  and  extend  a  cordial  greeting  to  the 
younger  and  new  ones.  I  believe  in  teaching  from  the  call  of  the  tlvox 
inierna."  My  early  experiences  of  injustice  in  school  awakened  in  me  a 
desire  to  teach.  Discipline  should  be  administered  upon  the  strong  and 
those  of  high  position,  as  well  as  to  others.  Indeed,  this  is  the  most 
effective  place  to  begin.  He  continued  his  remarks,  giving  some  of  his 
experience  in  regard  to  memorizing  text-books  He  believed  that  ana- 
lytic study  weakened  the  word -memory,  making  it  difficult  to  commit 
verbatim. 

President  Lyon,  alluding  to  Mr.  Kingsbury  as  the  first 
President  of  the  Institute,  now  introduced  the  second,  Prof. 
S.  S.  Greene,  who  said  : 

I  have  tried  in  vain  to  excuse  myself  from  speaking.  I  recall,  with 
great  interest,  my  early  connection  with  this  work.  I  believe  the  Insti- 
tute has  been  especially  successful  in  disseminating  methods  of  teaching 
throughout  the  State.  I  believe  there  has  been  great  progress  in  methods 
within  the  last  twenty  years.  I  do  not  claim  that  we  have  all  the  best 
methods,  or  that  we  have  settled  methods,  but  there  has  been  improve- 
ment. We  have  been  experimenting  sometimes  with  advantage,  some- 
with  disadvantage.  This  has  been  necessary;  but  if  we  have  profited 
by  experi'-nce,  it  has  not  been  all  loss.  Geography  is  not  now  taught  ex- 
clusively by  text-books,  but  by  maps  and  drawings.  The  modes  of  teach- 
ing arithmetic  and  spelling  are  in  advance  of  those  of  twenty  years  ago. 
As  regards  committing  to  memory,  the  truth  is,  iill  lessons  should  be 
committed  to  memory,  and  should  be  understood.  The  power  of  lan- 
guage and  expression  should  be  cultivated.  Language  is  the  grand  in- 
strument by  which  we  impress  ourselves  upon  those  around  us.  The 
motto  of  the  teacher  should  be  "Thought  and  expression,  both  "  There 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  9< 

is  yet  much  to  be  learned  of  teaching  language.     Thought  is  the  matter, 
language  the  means  of  using  it. 

Hon.  Amos  Perry  was  introduced  as  a  prominent  mover  iu 
.establishing  the  Institute.  He  related  some  interesting  rem- 
iniscences of  the  organizing  in  1844,  alluding  to  the  interest 
and  success  of  Mr.  Barnard  in  the  \\ork  of  education  in 
Rhode  Island  at  that  time,  when  Horace  Mann  said,  "To  dis- 
perse a  mob,  announce  an  educational  meeting."  There  was 
then  great  opposition  to  supporting  public  schools.  Our 
success  has  been  more  than  the  warmest  friends  could  have 
anticipated.  Our  re-union  must  be  in  part,  of  spirit,  as  some 
are  no  more  present  in  the  body.  We  treasure  the  memory 
of  many.  He  spoke  further  of  the  changes  in  use  of  text- 
books which  formerly  were  subject  to  the  unanimous  approval 
of  the  Grammar  school  teachers  and  thus  made  changes  in- 
frequent. 

The  historian  of  the  Institute  was  now  called  upon  : 

He  Avas  reminded  of  the  Jewish  feasts  when  the  tribes  came  up  to 
Jerusalem,  to  rejoice  over  the  ingatliered  harvest.  So  the  teachers  of 
our  State,  the  faithful  laborers  in  the  wide  domain  of  instruction,  are 
here  to-day  to  enjoy  the  recitals  of  educational  progress,  and  in  the  pros- 
perity with  which  the  past  has  been  crowned,  to  find  incitements  for  the 
earnest  work  of  the  future.  He  alluded  to  the  comprehensiveness  and 
interest  of  subjects  on  the  programme  and  to  the  independence  of  thought 
manifested  in  the  papers  and  discussions.  He  approved  of  the  increase  of 
male  teachers,  but  would  not  have  fewerfemale  teachers.  We  should  have 
more  teachers  and  smaller  schools.  He  would  have  not  more  than  thirty 
scholars  under  a  single  teacher.  This  would  enable  teachers  to  give  a 
personal  attention  to  each  pupil,  which,  with  a  school  of  fifty,  sixty  or 
more  is  impossible.  It  would  also  insure  thoroughness  in  the  work  of 
the  school  room,  and  though  such  a  system  might  enhance  the  expense 
of  maintaining  schools,  the  compensation  would  be  found  in  the  more 
rapid  progress  of  the  scholars.  Doubtless  one-quarter,  if  not  one-third, 
of  the  time  now  required  for  a  full  course  of  study  could  thus  be  saved. 
He  referred  to  the  effect  of  education  as  shown  in  the  spirit  of  national 
arbitration.  He  thought  education  should  reach  the  heart  as  well  as  the 
intellect. 

It  was  a  striking  coincidence  that  this  annual  session  of  the 
Institute,  distinguished  for  numbers,  enthusiasm,  and  an  af- 
13 


98  HISTORY     OF    THE 

fluence  of  practical  ideas,  should  have  rounded  up  its  one 
hundredth  meeting,  and  there  was  pertinancy  in  devoting  its 
last  moments  to  an  interchange  of  pleasant  memories. 

Normal    School. 

It  will  be  seen  by  the  preceding  pages  that  a  Normal 
School,  as  a  perfecting  feature  of  our  public  school  system, 
appears  not  for  a  moment  to  have  been  lost  sight  of  by  the 
friends  of  education.  In  and  out  of  the  Institute  the  need 
of  a  school  for  the  training  of  teachers,  or  in  familiar  phrase, 
"to  teach  teachers  how  to  teach,"  was  freely  discussed,  and 
earnestly  recommended. 

In  1850,  a  Didactic  Department  was  established  in  Brown 
University,  designed  to  do  the  work  of  ?t  Normal  School, 
and  in  1851,  Samuel  S.  Greene,  Esq.,  then  recently  elected 
Superintendent  of  Public  Schools  in  Providence,  was  per- 
mitted by  vote  of  the  School  Committee,  to  accept  the  Pro- 
fessorship of  the  same  in  connection  with  his  duties  due  to 
the  city.  But  however  gratifying  were  the  fruits  of  this 
arrangement,  it  soon  became  clear  that  to  secure  the  best  re- 
sults of  a  Normal  Institution, — to  make  its  work  reach  fur- 
ther and  accomplish  more  than  the  Didactic  Department  of 
the  University  was  able  to  do,  it  must  be  popularized,  and  to 
popularize  it,  the  Institution  must  stand  in  close  relations 
with  the  schools  for  which  its  labors  were  to  be  performed. 

With  this  conviction,  a  Normal  School  was  opened  in  Provi- 
dence, October  24,  1852,  as  a  private  enterprise  by  Messrs. 
Greene,  Russell,  Colburn  and  Guyot ;  and  Mr.  Greene 
having  resigned  the  Professorship  of  Didactics  in  the  Uni- 
versity, he  was  permitted  by  the  School  Committee  to  devote 
a  portion  of  his  time  to  this  school.  During  two  sessions  of 
five  mouths  each  it  was  attended  by  a  large  class  of  pupils 
wishing  to  prepare  themselves  for  teachers,  and  did  much  to 
extend  an  interest  in  Normal  instruction.  But  to  give  it  the 
assurance  of  permanency,  Municipal  or  State  sanction  and 
control  were  necessary. 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  99 

At  this  juncture  the  School  Committee  of  Providence  took 
up  the  subject,  looking  to  the  establishing  of  such  a  school 
for  its  own  teachers,  and  at  a  special  meeting,  December  20, 
1853,  a  committee  consisting  of  Theodore  Cook,  Edwin  M. 
Stone,  William  Gammell,  Amos  D.  Smith,  and  Gamaliel  L. 
D wight,  was  appointed  to  consider  the  plan,  and  report  at  a 
subsequent  meeting.  This  they  did  January  13,  1854,  aud 
presented  the  following  resolution,  which  was  adopted  : 

Resolved,  Fliat  in  the  opinion  of  this  committee,  the  time  has  arrived 
when  a  Normal  School  for  the  education  of  teachers  should  be  added  to 
our  system  of  public  instruction,  and  that  it  be  lecommended  to  the  City 
Council  to  establish  such  a  school,  either  separately,  for  the  exclusive 
benefit  of  the  city,  or  in  connection  with  the  government  of  the  State  of 
Rhode  Island,  for  the  joint  benefit  of  the  city  and  the  Stale,  as  in  their  wis- 
dom they  may  deem  best. 

In  accordance  with  this  resolution,  a  code  of  rules  and 
regulations  was  drawn  up  and  adopted,  and  the  Committee 
of  Qualifications  was  authorized  to  open  the  school  at  such 
time  as  it  should  deem  expedient.  The  City  Council  made 
the  required  appropriation,  and  everything  seemed  in  readi- 
ness for  continuing  the  school  on  a  new  basis.  This  move- 
ment of  the  city  may  have  hastened  the  action  of  the  State, 
for,  at  the  May  session  of  the  General  Assembly,  an  act  was 
passed,  establishing  a  State  Normal  School,  and  $3,000  were 
appropriated  for  its  support.  Although  the  city  left  the  field 
to  be  occupied  exclusively  by  the  State,  the  School  Commit- 
tee showed  its  cordial  approval  of  what  had  been  done,  by 
authorising  Professor  Greene  to  give  a  daily  lecture  to  the 
school  on  the  English  language,  and  on  the  government  and 
organization  of  the  different  grades  of  schools,  for  which 
service  hi1  was  allowed  to  receive  such  compensation  ?is  might 
be  agreed  upon  between  himself  and  the  State  authorities. 

On  the  2lJth  of  May,  the  school  was  inaugurated  with  ap- 
propriate ceremonies,  in  the  presence  of  Governor  lloppin 
and  a  large  assemblage  of  the  friends  of  the  Institution. 
An  earnest  congratulatory  address  was  made  by  the  Gov- 


100  HISTORY    OF   THE 

ernor.  The  inaugural  address  was  delivered  by  Commissioner 
Potter.  In  this,  he  treated  of  the  province  of  a  Normal 
School,  what  might  and  what  might  not  be  rightly  expected 
of  it.  He  spoke  of  the  difficulties  it  would  have  to  contend 
with,  and  touched  upon  manners  as  an  essential  feature  of 
the  school  room,  and  of  moral  instruction  as  a  vital  element 
in  the  system  of  education. 

Thus,  after  nine  years  of  anxious  waiting  on  the  part  of 
the  Institute  for  the  germination  of  the  seed  thought  sown  by 
Mr.  Barnard,  the  Normal  School  came  into  being,  to  fill  an 
unoccupied  place,  and  to  elevate  the  standard  of  teaching 
qualifications.  Of  this  school  Mr.  Dana  P.  Colburn  was 
appointed  Principal,  and  Mr.  Arthur  Sumner,  Assistant,  the 
former  at  an  annual  salary  of  $1,200,  and  the  latter  at  $750. 

The  school  was  continued  in  Providence  with  flattering 
success  until  1857,  when  it  was  removed  to  Bristol.  After 
the  lamented  death  of  Mr.  Colburn,*  Mr.  Joshua  Kendall, 
of  Meadville,  Pa.,  was  appointed  Principal.  Mr.  Kendall 

*Dana  Pond  Colburn  the  youngest  of  a  family  of  fifteen  children,  was  a  son  of 
Isaacus  Colburn,  and  was  born  in  West  Dedham,  Mass.,  September  20th,  1823. 
After  suitable  preparation  he  entered  the  Normal  School,  at  Bridgewater,  Mass., 
in  the  spring  of  1843,  for  the  purpose  of  qualifying  himself  to  become  a  teacher. 
Having  completed  his  course  of  study  in  that  institution,  he  commenced  school 
teaching  in  the  town  of  Dover,  and  afterwards  taught  in  Sharon,  then  in  East 
Greenwich,  B.  I.,  and  subsequently  in  Brookline,  Mass.  In  1817  he  was  employed 
by  Horace  Mann,  Secretary  of  the  Massachusetts  Board  of  Education,  to  conduct 
Teachers'  Institutes.  In  the  following  year,  Rev.  Dr.  Sears,  Mr.  Mann's  successor, 
re-engaged  him  as  one  of  the  corps  of  Institute  instructors.  In  1848  he  became  an 
assistant  teacher  in  the  Normal  School  at  Bridgewater,  and  in  1850,  removed  to 
Newton,  to  engage  in  private  tuition,  and  to  assist  Dr.  Sears  in  conducting  Insti- 
tutes. In  1852,  as  already  mentioned,  he  commenced  Normal  Instruction  in  Provi- 
dence, and  remained  at  the  head  of  the  State  Institution  until  December  15th,  1859, 
on  which  day  he  was  suddenly  killed  in  Bristol.  He  was  thrown  from  his  carriage 
while  taking  his  customary  afternoon  ride,  dragged  a  considerable  distance  over 
the  frozen  ground,  and  was  taken  up  feai'fully  mangled  and  lifeless.  His  remains 
were  removed  for  burial  to  his  native  town.  He  was  the  author  of  several  arith- 
metics, which  obtained  a  good  reputation  among  teachers.  Mr.  Colburn  was,  at 
the  time  of  his  death,  in  the  47th  year  of  his  age.  '•  Thus  early  perished  one 
whose  qualities  of  mind  and  heart  made  him  admired  and  loved  by  all  who  knew 
him." 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  101 

brought  to  his  new  and  somewhat  difficult  position  a  thor- 
oughly trained  mind,  scholarly  attainments,  a  high  ideal  of 
intellectual  and  moral  culture,  and  an  ardent  devotion  to  his 
work.  His  services  were  justly  appreciated  by  the  Board  of 
Trustees,  who  gave  him  their  hearty  co  operation.  He  con- 
tinued in  the  successful  discharge  of  his  duties  until  April, 
1864,  when  he  resigned  and  removed  to  Cambridge,  Mass.* 
The  school  was  continued  upwards  of  a  year  after  Mr. 
Kendall's  resignation,  under  the  charge  of  a  female  Prin- 
cipal, but  the  location  having  proved  unfavorable  to  its 
continued  prosperity,  it  was  suspended  July  3,  1865.  Fora 
number  of  years  various  plans  for  resuscitating  it  were  de- 
vi?ed,  but  without  effect.  But  after  a  suspension  of  more 
than  six  years,  a  more  favorable  condition  of  the  public  mind 
prevailed.  The  school  was  re-established  by  the  General 
Assembly,  at  the  January  session,  1871,  and  was  opened 
September  6th,  the  same  year,  in  Normal  Hall,  formerly  the 
High  Street  Congregational  Church,  in  the  city  of  Providence, 
with  impressive  services.  Governor  Padelford  delivered  the 
inaugural  address,  in  the  presence  of  an  audience  that  filled 
the  Hall  to  its  full  capacity.  Of  the  school  thus  revived, 
J.  C.  Greenough,  A.  B.,  an  instructor  of  experience  from 
the  Normal  School  at  WestHeld,  Mass.,  was  appointed  Prin- 
cipal. The  school  opened  with  a  large  accession  of  pupils, 
and  has  since  continued  in  a  highly  prosperous  condition. | 

*  The  female  assistants  in  the  school  from  I860  to  1865  were  Misses  Harriet  Good- 
win, Kl leii  R.  Luther,  and  Ellen  G.  LeGro.  In  1861,  Mr.  Loomis  was  employed  to 
give  instruction  in  vocal  music. 

t  Mr.  Greenough's  assistants  are,  (November,  1874,)  Misses  Susan  C.Bancroft, 
Mary  L.  Jewett,  Sarah  Marble,  and  Anna  C.  Bui-klin.  The  school  year  of  this  In- 
stitution is  divided  into  two  terms  of  twenty-one  weeks  each,  including  a  recess 
of  one  week  in  the  Spring  and  Summer  term,  and  the  same  in  the  Fall  and  Winter 
term.  In  the  latter  an  additional  recess  of  three  days  during  Thanksgiving  week 
is  taken.  The  course  of  lectures  and  special  instruction  comprises  Moral  Science, 
Language,  Mediaeval  and  English  History,  Physiology,  Mathematics,  Rhetoric, 
School  Laws  of  Rhode  Island.  French,  Elocution,  Drawing,  Penmanship  and  Ger- 
man. 

From  the  opening  in  September,  1871,  to  September,  1874,  328  pupils  have  been 
registered  and  104  have  graduated. 


102  HISTORY    OF   THE 


Evening  Schools. 

The  first  evening  free  school  in  Rhode  Island  was  opened 
in  Providence  in  1842,  under  the  auspices  of  the  Ministry-at- 
Large,  to  meet  a  class  of  wants  then  existing,  which  were 
not  supplied  by  the  day  schools.  For  thirteen  years  it  was 
continued  with  gratifying  success.  In  the.  meantime  public 
attention  had  been  attracted  to  this  class  of  schools,  a  sympa- 
thy for  them  was  created,  and  in  1849  two  were  opened  by  the 
School  Committee  of  Providence.  In  subsequent  years  they 
have  increased  as  the  needs  of  the  community  demanded. 
They  are  open  to  adults  and  are  numerously  attended  by 
young  persons  older  than  the  average  age  of  pupils  in  the 
Grammar  Schools.  The  number  of  pup  Is  enrolled  for  the 
winter  session  of  1873-74,  was  2,566,  and  the  improvement 
in  the  several  branches  taught  showed  a  commendable  stu- 
diousuess.  Evening  schools  have  been,  for  many  years,  em- 
braced in  the  school  system  of  Providence,  and  are  regarded 
with  universal  favor. 

Mr.  Barnard,  in  his  report  to  the  General  Assembly  in 
1845,  recommended  opening  evening  schools  "for  appren- 
tices, clerks,  and  other  young  persons,"  who  had  been  hurried 
into  active  employment  without  a  suitable  elementary  educa- 
tion, and  he  thought  it  was  not  beyond  the  legitimate  scope 
of  a  system  of  public  instruction  to  provide  in  this  way  for 
the  education  of  adults,  who,  from  any  cause,  had  been  de- 
prived of  the  advantages  of  school  instruction.  The  Insti- 
tute, too,  has  at  different  times,  as  already  seen,  recognized 
the  value  of  evening  schools  by  emphatic  votes  of  commen- 
dation. 

In  1868,  in  view  of  the  increase  in  the  State  by  immigra- 
tion of  an  uneducated  population,  a  number  of  gentlemen, 
manufacturers  and  others,  organized  an  association  known  as 
"  The  Rhode  Island  Educational  Union  "  for  the  purpose  of 
establishing,  wherever  possible,  evening  schools,  reading 
rooms,  and  other  means  of  intellectual  improvement  for  the 


RHODE     ISLAND    INSTITUTE    OF   INSTRUCTION.  103 

classes  before  referred  to.  Mr.  Samuel  Austin,  of  Provi- 
dence, an  experienced  educator,  with  many  years' experience 
in  conducting  schools  of  this  description,  was  appointed 
General  Agent  of  the  Union.  In  this  capacity  he  visited  dif- 
ferent parts  of  the  State  to  awaken  an  interest  in  their  behalf. 
His  labors  have  proved  very  successful.  In  the  winter  of 
1873-74,  upwards  of  sixty  evening  schools  were  in  operation, 
affording  educational  advantages  which  were  availed  of  by 
more  than  six  thousand  persons. 

At  a  convention  of  the  school  officers  of  the  State,  called 
by  the  Commissioner  of  Public  Schools,  and  held  in  Provi- 
dence, January  13,  1871,  evening  schools  were  among  the 
important  topics  presented  for  consideration.  Since  then  the 
Board  of  Education  has  sanctioned  them,  and  secured  from 
the  General  Assembly  liberal  grants  for  their  encouragement. 
In  his  annual  report  for  1871,  the  State  Commissioner  made 
evening  schools  a  prominent  feature,  and  in  1873  he  reports 
that  they  continue  to  furnish  to  a  large  number  of  persons 
"  advantages  for  study,  of  which  they  were  deprived  in  earlier 
years,  and  the  value  of  which  they  have  learned  practically 
by  experiencing  their  loss."  Evening  schools  are  not  intended 
to  rival,  supplant,  or  in  any  way  weaken  the  efficiency  of 
the  cfay  schools,  but  to  supplement  them  by  providing  the 
means  of  education  for  the  classes  already  named,  who  are 
beyond  the  reach  of  other  methods. 

.Wisely  conducted,  schools  of  this  character,  in  a  manufac- 
turing State  like  Rhode  Island,  will  prove  "  a  beneficent 
agency  for  securing  the  end  desired,"  viz.  :  the  diffusion  of 
intelligence,  and  the  development  of  a  higher  moral  and  social 
condition  among  the  great  body  of  the  people. 

Conclusion. 

In  the  preceding  pages  the  names  of  many  of  the  founders 
of  the  RHODE  ISLAND  INSTITUTE  cr  INSTRUCTION  have  ap- 
peared, and  their  persistent  labors  amidst  numerous  discour- 
agements to  advance  the  cause  of  education  throughout  the 


104  HISTORY    OF   THE 

State  have  found  an  honorable  record.  Yet  while  all  v\  rought 
well  and  deserve  the  meed  of  praise,  it  will  not  be  invidious 
to  repeat  the  names  of  some  of  the  number,  to  whom,  more 
than  to  all  others,  the  Institute  was  indebted  for  its  early 
prosperity.  On  this  high  record  will  ever  stand  conspicuous 
the  names  of  Francis  Wayland,*  John  Kingsbury,  John  L. 

*  From  the  very  beginning,  the  Institute  and  the  cause  of  popular  education 
lound  an  earnest,  steadfast  and  strong  supporter  in  President  Wayland.  He  cor- 
rectly appreciated  the  importance  of  so  fostering  and  improving  the  common 
schools  of  the  State,  that  a  parent,  to  use  his  own  words,  "  need  look  nowhere 
else  for  as  good  instruction  as  his  family  may  require."  and  that  guaged  by  this 
standard,  "  public  instruction  should  be  provided  in  sufficient  extent  to  meet  the 
wants  of  the  community."— (Report  to  Providence  School  Committee,  April  22, 
1828.) 

He  advocated  a  High  School  as  a  part  of  our  system  of  public  instruction,—"  a 
school  which  should  provide  instruction  in  all  that  is  necessaiy  for  a  finished 
education." 

In  the  realm  of  mind,  Dr.  Wayland  repudiated  the  factitious  distinctions  of 
caste.  For  the  Fergusons,  Paxtons,  Millers,  Franklins,  Fultons,  Rittenhouses, 
Whitneys,  Bowditches,  Chases,  Wilsons,  and  Greeleys,  of  however  humble  origin, 
he  would  have  provided  the  most  favorable  opportunities  for  the  full  develop- 
ment of  their  intellectual  powers;  and  he  believed  that  bringing  all  classes  into 
our  public  schools,  to  pursue  together  the  Studies  that  were  to  qualify  them  for 
literary  or  business  life,  was  not  only  a  consistent  illustration  of  the  spirit  of  our 
free  institutions,  but  a  pledge  of  their  perpetuity. 

Acting  under  this  conviction,  his  time  and  labor  were  freely  given  to  secure 
these  high  results.  Every  call  for  words  of  counsel  or  of  encouragement  was 
promptly  and  cheerfully  answered,  and  his  services  in  aid  of  the  President  of 
the  Institute,  while  conducting  educational  meetings  in  various  towns  of  the 
State,  as  well  as  in  oilier  ways,  were  invaluable.  The  key  note  of  his  thought  at 
this  period  found  expression  in  these  words:  " Cultivate  enlarged  and  liberal 
views  of  your  duties  to  the  young,  who  are  coming  after  you,  and  of  the  means 
that  are  given  you  to  discharge  them.  .  .  .  Your  example  would  excite  others 
to  follow  in  your  footsteps.  Who  can  tell  how  widely  you  might  bless  others, 
while  you  were  laboring  to  bless  yourselves."— (Address  at  Pawtucket,  October 
31, 1816.) 

For  many  years  Dr.  Wayland  was  an  active  and  influential  member  of  the 
School  Committee  in  Providence.  In  1828,  when  the  school  system  of  that  city 
was  re-organized,  he,  as  chairman  of  a  committee  to  whom  the  whole  subject  had 
been  referred,  drew  up  an  elaborate  and  exhaustive  report,  which  led  to  the  adop- 
tion of  several  important  changes.  As  an  educator  in  the  higher  departments  of 
learning,  he  ranked  with  the  foremost  of  his  time,  while  his  interest  in  the  Public 
Free  School  System,  and  in  the  work  of  the  INSTITUTE,  continued  unabated  to  the 


RHODE    ISLAND  INSTITUTE  OF  INSTRUCTION.  105 

Hughes,  Wilkins  Updike,  Thomas  Shepard,*  Elisha  R.  Pot- 
ter, Sylvester  G.  Shearman,  Henry  A.  Dumont,  Lemuel  H. 
Arnold,  Isaac  Hall,  George  W.  Cross,  Horace  Babcoek, 
Christopher  C.  Greene,  William  Garnmell,  Silas  R.  Kenyon, 
R.  G.  Burlingame,  Nathan  Bishop,  John  J.  Stimson,  Amos 
Perry,  Thomas  C.  Hartshorn,  William  T.  Grinnell,  Samuel 
Austin,  William  D.  Brayton,  Sylvester  Patterson,  Thomas 
Waterman,  Thomas  R.  Hazard,  Joshua  D.  Giddings,  Row- 
land G.  Hazard,  Moses  Brown  Ives,f  George  Manchester, 
Christopher  G.  Perry,  Jesse  S.  Tourtellot,  Jenckes  Mo  wry, 
John  J.  Kilton,  Joseph  T.  Sisson,  Latimer  Ballou,  Samuel 

close  of  life.  His  name  will  ever  be  identified  with  the  history  of  education  and 
philanthropy  in  Rhode  Island. 

Dr.  Way-land  presided  over  Brown  University  from  1827  to  185.3,  and  subsequently 
was  two  years  a  member  of  the  Corporation,  lie  died  September  26, 1S65. 

*For  nearly  or  quite  half  a  century,  Rev.  Dr.  Shepard,  of  Bristol,  has  partici- 
pated in  important  movements  in  behalf  of  public  education  in  this  State.  As  a 
member  of  the  School  Committee  of  the  town,  and  for  a  series  of  years  its  chair- 
man, and  as  a  trustee  of  the  first  State  Normal  School,  he  has  rendered  valuable 
services  to  the  cause.  For  many  years  he  was  an  officer  of  the  RHODE  ISLAND 
INSTITUTE  OF  INSTRUCTION,  and  its  meetings  were  often  made  more  effective  by 
the  part  he  took  in  its  deliberations.  Dr.  Shepard  still  lives,  at  an  advanced  age, 
to  derive  pleasure  from  a  contemplation  of  the  progress  of  a  work  which  he  has 
done  so  mucli  to  promote. 

t  In  an  address  before  the  Institute  in  1873,  Hon.  John  Kingsbury  related  the  fol- 
lowing incident,  honorable  to  the  public  spirit  of  Mr.  Ives.  It  occurred  in  1828, 
when ''there  was  a  formidable  opposition  to  the  proposed  improvement  of  our 
schools,"  even  iu  the  school  committee.  '•  In  this  committee  there  was  one  of  our 
merchant  princes.  He  was  a  man  of  great  modesty,  of  deeds  rather  than  words. 
In  the  discussion,  which  was  warm  and  protracted,  he  had  taken  no  part.  Just  as 
the  question  was  about  to  be  taken,  he  arose,  and  said  substantially  :  'Mr.  Chair- 
man. I  have  heard  the  arguments  on  this  subject  with  careful  attention,  and  am 
ready  to  give  my  vote.  I  prefer  to  leave  my  children  less  money  in  a  community 
well  educated,  rather  than  a  greater  amount  in  a  community  imperfeetly  edu- 
cated ;  I  shall  vote  in  the  affirmative  on  the  question.'  These  words,  though  few, 
fell  with  crushing  weight  upon  the  opposition,  and  the  school  ordinance  was 
adopted.  This  was  the  late  Moses  Brown  Ives.  a  man  whose  purse  was  always 
ready  to  sustain  his  vote  on  this  occasion.  From  this  fact  it  is  easy  to  inter  that 
the  attempt  to  enlist  property  holders,  especially  rich  men.  against  the  improve- 
ment of  our  public  schools,  was  a  decided  failure." 

14 


106  HISTORY   OF   THE 

Greene,  Caleb  Farnum,  Christopher  T.  Keith,  George  C. 
Wilson,  Elisha  S.  Baggs,  John  B.  Tallman,  Ariel  Balloii, 
John  Boyden,*  Thomas  Vernon,  O.  F.  Otis,  Thomas  S.  Vail, 
George  A.  Willard,  and  Edward  B.  Hall.  Many  of  these 
gentlemen,  as  well  as  others  not  named,  were  practical  edu- 
cators ;  some  of  them  occupied  influential  positions  of  politi- 
cal trust,  and  all  of  them  were  ardently  devoted  to  the  objects 
of  the  Institute.  They  and  their  associates  were  pioneers  in 
a  cause  that  held  out  few  popular  inducements  to  become  its 
advocates.  Indeed,  in  many  instances,  personal  popularity 
was  jeopardized  by  their  zealous  devotion  to  a  work  which 
conflicted  at  once  with  prejudiced  and  contracted  ideas  of  pri- 
vate ar.d  public  duty.  But  they  rose  above  the  low  ambitions 
of  mere  politicians.  They  kept  before  them  the  one  great 
purpose  of  shedding  the  blessings  of  education  upon  the 
entire  State,  and  employed  every  judicious  agency  at  com- 
mand to  carry  forward  their  plans  to  completion.  While 
some  of  their  number  have  passed  on  to  higher  scenes,  with- 
out witnessing  the  consummation  of  their  desires,  others  of 
them  still  live  to  rejoice  in  a  radical  revolution  of  public 
opinion  and  practice,  and  especially  in  the  commanding  posi- 
tion our  public  schools  now  occupy  in  the  hearts  of  the  peo- 

*  Rev.  John  Boyden  was  born  in  Sturbridge,  Mass.,  May  14th,  1809.  An  experi- 
ence in  school  teaching  doubtless  laid  the  foundation  for  the  interest  he  subse- 
quently manifested  in  the  cause  of  education.  He  selected  the  Christian  ministry 
for  his  profession,  studied  divinity  with  Rev.  Hosea  Ballou,  of  Boston,  and  was 
settled,  successively,  at  Berlin,  and  Dudley,  Mass.,  and  Woonsocket,  R.  I.  To  the 
latter  plaee  he  removed  in  1840,  and  became  pastor  of  the  Universalist  Society. 
For  many  years  he  had  charge  of  the  public  schools  of  Cumberland,  as  visiting 
and  examining  committee.  He  was  an  original  member  of  the  RHODE  ISLAND 
INSTITUTE  OF  INSTRUCTION*,  and  did  much  to  promote  its  early  prosperity.  After 
the  Normal  School  was  established,  he  was  chosen  one  of  its  trustees,  and  dis- 
charged the  duties  of  his  office  with  scrupulous  fidelity.  As  a  citizen.  Mr.  Boyden 
was  highly  respected,  and  at  different  periods  was  chosen  to  bear  Representative 
and  Senatorial  honors  in  the  General  Assembly  of  Rhode  Island.  He  possessed  a 
fine  musical  taste,  arid  was  the  author  of  a  Sunday  school  singing  book.  He  died 
of  pulmonary  disease,  September  28, 1869,  in  the  (ilst  year  of  his  age,  widely  and 
deeply  lamented. 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION.  107 

pie.  The  value  of  their  unselfish  labors,  at  a  time  when 
there  was  so  much  to  be  done  and  so  few  to  do  it,  is  beyond 
estimate.  The  advantages  that  those  labors  have  already 
secured,  and  will  perpetuate  to  future  generations,  cannot  be 
mathematically  determined.  But  when  riches  shall  have  be- 
come corrupted,  and  the  gold  and  silver  of  selfish  enterprise 
shall  be  cankered,  and  the  rust  thereof  shall  be  a  witness 
against  its  possessors,  the  memory  of  those  who  scattered 
broadcast  the  seeds  of  good  knowledge,  and  laid  the  founda- 
tion of  a  generous  culture,  embracing  without  distinction  the 
young  of  every  rank,  will  impart  fragrance  to  the  true  glory 
of  the  State, 

In  reviewing  the  work  of  the  Institute,  its  members  may 
justly  feel  that  there  is  cause  for  congratulation.  A  glance 
at  the  summary  of  one  hundred  meetings,  held  in  various 
parts  of  the  State,  will  show  that  the  Institute  not  only  com- 
menced its  labors  with  the  advocacy  of  a  Normal  School,  but 
has  led  public  opinion  in  every  movement  originated  for  the 
improvement  of  our  public  school  system.  It  early  encour- 
aged the  formation  of  Town  and  District  Libraries,  the  in- 
troduction of  Music  into  the  public  schools  as  an  important 
element  of  culture,  the  establishing  of  a  Hoard  of  Education, 
"by  the  aid  of  which  the  Public  Schools  wrould  be  safe  from 
the  influences  of  politics  and  the  evils  of  sectarian  preju- 
dices," and  the  opening  of  Evening  ^Schools  in  our  manufac- 
turing villages,  to  meet  an  imperative  want  of  the  operative 
population. 

It  will  also  be  noticed  that  the  list  of  lecturers  comprises 
.many  of  the  ablest  educators  in  our  country.  It  will  likewise 
be  seen  that  the  range  of  topics  considered  at  these  meetings 
evinced  a  breadth  of  view  not  elsewhere  surpassed,  and 
touching  every  point  vital  to  the  advancement  of  our  schools. 

A  great  work  for  Khode  Island  has  been  done,  and  well 
done.  For  the  encouraging  results  every  where  visible,  much 
is  due  to  the  labors  of  a  succession  of  able  State  Commis- 
sioners, much  to  the  General  Assembly  for  its  liberal  appro- 


108  HISTORY     OF    THE 

priations  in  aid  of  Institute  meetings,  for  increasing  the  cir- 
culation of  the  Rhode  Island  Schoolmaster,  for  the  support 
of  the  Normal  School,  and  fo^,*  the  encouragement  of  Evening 
Schools.  A  great  work  has  been  done  by  the  Institute,  by 
the  Normal  School,  by  the  Board  of  Education,  by  earnest 
teachers,  by  faithful  town  and  city  school  superintendents, 
and  by  no  less  faithful  school  committees.  For  all  this  the 
friends  of  education  may  thank  God  and  take  courage. 

But  while  a  commendable  pride  may  be  indulged  in  view 
of  the  success  of  the  past,  it  is  by  no  means  to  be  assumed 
that  the  mission  of  this  Institution  has  been  consummated, 
and  that  having  witnessed  an  educational  millennium,  it  may 
rest  on  its  laurels,  or  disband  as  having  no  field  for  further 
service.  The  millennium  is  not  yet  come.  There  is  still  dark- 
ness to  be  dispersed.  Low  ideas  of  intellectual  culture  re- 
main to  be  raised,  by  the  force  of  intelligence,  to  a  higher 
plane.  The  hygiene  of  the  school-room  is  yet  to  be  better 
understood.  Teaching,  as  an  art,  admits  of  further  improve- 
ment. The  importance  of  moral  instruction,  its  character 
and  place,  in  our  schools,  is  a  question  still  demanding  pro- 
found consideration,  and  the  responsibilities  of  parents  and 
of  the  State  in  securing  to  every  child  of  suitable  years  a 
good  practical  education  need  yet  to  be  made  more  plain 
and  enforced  with  increased  vigor.  While  man  continues  a 
progressive  being,  and  each  succeeding  generation  shows 
characteristics  peculiarly  its  own,  the  methods  of  instruction 
must  so  far  change  as  to  answer  the  needs  oi  the  changed 
condition  of  society.  The  day,  therefore,  i?  far  off  in  which 
the  RHOI>E  ISLAND  INSTITUTE  OF  INSTRUCTION  can  feel  author- 
ized to  withdraw  from  the  scenes  of  its  past  action  and  lay 
aside  its  armor.  It  will  still  work  on,  and  by  wise  measures 
aid  in  carrying  forward  to  its  highest  success  the  cause  to 
which  for  thirty  years  it  has  been  unweariedly  devoted. 

In  closing  this  outline  of  history,  there  is  appropriateness 
in  reaffirming  the  sentiments  held  by  the  Institute  at  its  or- 
ganization, and  expressed  by  its  Executive  Committee  iu  its 
first  annual  report : 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION.  109 

"  The  importance  of  the  education  of  the  people — the  object  for  which 
this  Association  was  formed— cannot  be  estimated  too  highly.  By  the 
side  of  it  most  other  public  interests  appear  small  and  transitory.  This 
stands  out  before  every  other,  and  challenges  the  attention  and  the  efforts 
of  all  who  would  advance  the  present  prosperity,  or  the  future  fortunes 
of  the  State.  To  train  the  lising  generation  to  knowledge  and  virtue,  to 
raise  up  intelligent  and  true-hearted  citizens,  who  shall  understand  their 
rights  and  their  duties,  and  shall  guard  the  honor  and  the  interests  of 
society — these  have  always  been  regarded  as  the  highest  ends  which  en- 
lightened policy  can  aim  to  accomplish.  But  great  and  important  as 
these  objects  are  to  every  community,  they  assume  a  still  greater  import- 
ance to  us  as  citizens  of  Rhode  Island.  Our  prosperity  and  progress  as  a 
Sovereign  State — our  position  and  our  influence  as  members  of  this  grow- 
ing confederacy  of  republics,  must  depend  not  upon  the  extent  of  our 
territory,  the  number  of  our  population,  or  the  natural  wealth  of  our 
soil,  but  upon  the  character  of  our  citizens.  It  is  this  alone  which  can 
give  us  a  voice  in  the  councils  of  the  nation,  and  a  worthy  name  and 
place  among  the  States  of  the  Union.  Our  aim  should  therefore  be,  to 
be  strong  in  high-minded,  heroic  men.  These  constitute  a  State;  without 
them,  no  advantages  of  nature,  no  monuments  of  art,  no  battlements  of 
physical  force,  no  achievements  of  manufacturing  or  agricultural  industry, 
will  be  able  to  maintain  its  honor,  or  perpetuate  its  renown." 


APPENDIX 


CONSTITUTION. 


ADOPTED  AT  A  PUBLIC  MEETING  OF  THE  FRIENDS  OF  POPULAR  EDU- 
CATION FROM  ALL  PARTS   OF  THE   STATE,  AT   WESTMINSTER 

HALL,  PROVIDENCE,  JANUARY  24,  1845. 


ARTICLE  1.  This  association  shall  be  styled  the  "  RHODE  ISLAND  IN- 
STITUTE OF  INSTRUCTION,"  and  shall  have  for  its  object  the  improve- 
ment of  public  schools,  and  other  means  of  popular  education  in  this 
State. 

ARTICLE  2.  Any  person  residing  in  this  State  may  become  a  member 
of  the  Institute  by  subscribing  to  this  Constitution,  (and  contributing  any 
sum  towards  defraying  its  incidental  expenses.)* 

ARTICLE  3.  The  Officers  of  the  Institute  shall  be  a  President,  two  or 
more  Vice  Presidents,  a  Recording  Secretary,  a  Corresponding  Secretary, 
a  Treasurer,  (with  such  powers  and  duties,  respectively,  as  their  several 
designations  imply,)  and  Directors,  who  shall  together  constitute  an 
Executive  Committee. 

*  January  19, 1853,  the  Constitution  was  so  amended  as  to  allow  persons  to  be- 
come members  of  tbe  Institute  without  the  payment  of  any  fee.  January  18, 
1872,  it  was  voted  that  an  annual  tax  of  one  dollar  should  be  assessed  on  male 
members,  and  fifty  cents  on  female  members  of  the  Institute. 


112  HISTORY   OF   THE 

ARTICLE  4.  The  Executive  Committee  shall  carry  into  effect  such 
measures  as  the  Institute  may  direct;  and  for  this  purpose,  and  to  pro- 
mote the  general  object  of  the  Institute,  may  appoint  special  committees, 
collect  and  disseminate  information,  call  public  meetings  for  lectures  and 
discussions,  circulate  books,  periodicals  and  pamphlets  on  the  subject  of 
schools,  school  systems,  and  education  generally,  and  perform  such  other 
acts  as  they  may  deem  necessary  or  expedient,  and  make  report  of  their 
doings  to  the  Institute  at  its  annual  meeting. 

ARTICLE  5.  A  meeting  of  the  Institute  for  the  choice  of  Officers  shall 
be  held  annually  in  the  city  of  Providence,  in  the  month  of  January,  at 
such  time  and  place  as  the  Executive  Committee  may  designate,  in  a 
notice  published  in  one  or  more  of  the  city  papers;  and  meetings  may 
be  held  at  such  other  times  and  places  as  the  Executive  Committee  may 
appoint. 

ARTICLE  6.  This  Constitution  may  be  altered  (or  amended)  at  any 
annual  meeting,  by  a  majority  of  the  members  present,  and  any  regula- 
tions not  inconsistent  with  its  provisions  may  be  adopted  at  any  meeting. 


C  H  A  RTE  R. 


STATE  OF  RHODE  ISLAND,*  IN  GENERAL  ASSEMBLY, 
JANUARY  SESSION,  A.  D.  1863. 


AX  ACT  TO  INCORPORATE  THE  RHODE  ISLAND  INSTITUTE  OF 
INSTRUCTION. 

It  is  enacted  by  the  General  Assembly  asfolloios  : 

SECTION  1.  Francis  Wayland,  Alexis  Caswell,  Moses  B.  Lockwood, 
Amos  Perry,  James  Y.  Smith,  Shubael  Hutchins,  John  Kingsbury,  Samuel 
S.  Greene,  E.  M.  Stone,  A.  VV.  Godding,  C.  T.  Keith,  A.  A.  Gamwell, 
John  Boyden,  Daniel  Leach,  Emory  Lyon,  George  A.  Willard,  B.  V. 
Gallup,  William  A.  Mowry.  Alexander  Duncan,  S.  A.  Potter,  Joshua 
Kendall,  Henry  Rousmaniere,  J.  T.  Edwards,  J.  H.  Tefft,  M.  S.  Greene, 
W.  B.  Cook,  I.  F.  Cady,  Samuel  Austin,  A.  J.  Manchester,  J.  J.  Ladd, 
ST.  W.  DoMnnn,  F.  B.  Snow,  Thomas  Davis,  A.  C.  Robbins,  D.  R. 
Adams,  Joseph  Eastman,  II.  M.  Rice,  T.  W.  Bickn:;ll,  Samuel  Thurber, 
II.  N.  Slater,  Edward  Harris,  A.  J.  Foster,  J.  M.  Ross,  F.  J.  Belderi, 
Thomas  Shepard,  E.  R.  Potter,  J.  B,  Chapin,  and  such  others  as  now 
are,  or  hereafter  may  be,  associated  with  them,  be,  and  they  are  hereby 
constituted,  created  and  made  a  body  politic  and  corporate  with  perpet- 
ual succession,  by  the  name  and  style  of  "THE  RHODE  ISLAND  INSTI- 
TUTE OF  INSTRUCTION,"  with  full  powers  to  make  and  ordain,  alter  and 
amend,  such  by-laws  and  regulations  for  their  government,  as  they  may 
think  necessary,  the  same  not  being  contrary  to  the  laws  of  the  State; 
and  they  are  empowered  by  the  aforesaid  name,  to  sue  and  be  sued,  to 

plead  and  be  impleaded,  to  hold  and  enjoy  any  kind  of  real  or  personal 
15 


114  CHARTER. 

estate,  to  an  amount  not  exceeding  ten  thousand  dollars,  whether  ob- 
tained by  gift,  demise,  purchase,  or  otherwise,  and  to  dispose  of  and  con- 
vey the  same  at  pleasure,  to  have  and  use  a  common  seal,  which  they 
may  alter  or  change  as  they  may  think  proper. 

SEC.  2.  The  officers  elected  under  the  following  Constitution,  or  -who 
may  be  elected  in  accordance  with  its  provisions,  shall  be  the  officers  of 
the  Institute  until  the  next  annual  meeting,  and  until  others  are  elected 
in  their  places,  and  the  following  shall  be  the  Constitution  of  the  Insti- 
tute, until  it  shall  be  duly  altered  or  amended  as  is  therein  provided.* 

I  certify  the  foregoing  to  be  a  true  copy. 

In  testimony  whereof,  I  have  hereunto  set  my  hand  and 
affixed  the  seal  of  the  State,  this  eighteenth  day"  of 
November,  A  D.  1872. 

JOSHUA  M.  ADDEMAN, 

Secretary  of  State. 

*  For  copy  of  Constitution  see  two  preceding  pages. 


RHODE  ISLAND  SCHOOLMASTER,  PAGE   95. 


In  November,  1874,  arrangements  were  made  to  merge  the  Schoolmaster,  the 
Massachusetts  Teacher,  the  Maine  Journal  of  Education,  and  the  Connecticut  School 
Journal,  into  one  paper,  quarto  form,  of  sixteen  pages,  to  be  called  The  New  England 
Journal  of  Education.  Its  editor  will  be  Hon.  Thomas  W.  Bicknell.  Mr.  David  W. 
Hoyt,  Principal  of  the  English  and  Scientific  Department  of  the  Providence  High 
School,  represents  Rhode  Island  as  Counsellor  on  the  Board  of  Directors.  The 
Journal  will  have  a  local  department  for  Rhode  Island,  of  which  Mr.  Thomas  B. 
Stockwell,  of  the  Classical  Department,  Providence  High  School,  will  be  editor. 


OFFICERS  OF  THE   INSTITUTE 


SIXCE  ITS  ORGANIZATION  IN  1845. 


PRESIDENTS. 


John  Kingsbury, 
Samuel  S.  Greene, 
John  J.  Ladd, 
William  A.  Mowry, 
Thomas  W.  Bicknell, 
Noble  W.  DeMnnn, 
James  T.  Edwards, 
Albert  J.  Manchester, 
Merrick  Lyon, 
Isaac  F.  Cady, 


*Wilkins  Updike, 

Ariel  Ballon, 

C.  G.  Perry,     - 

Thomas  Shepard, 

John  J.  Kilton. 

Elisha  K.  Totter,  Jr. 

Jesse  S.  Tonrtellot, 
*A.  H.  Dumonl, 

J.  W.  Cooke,  - 
*John  Boyden,  Jr.,  - 
*Elisha  Harris, 

Robert  Allyn, 

T.  II.  Vail, 
*S.  A.  Crane, 

Thomas  II.  Hazard, 

John  Kingsbury,     - 
*  Albert  A.  Gamwell, 

William  A.  Mowry, 


- 

1845  to  1856. 
1856  to  1860. 
1860  to  1864. 

. 

1864  to  1866. 

. 

1866  to  I8H8. 

- 

1868  to  1869. 

_ 

1869  to  1870. 

- 

1870  to  1872. 

- 

1872  to  1874. 

-  . 

1874  to 

VICE  PRESIDENTS. 

_ 

1845  to  1847. 

- 

1845  to  1850. 

- 

1846  to  1848. 

- 

1846  to  1860. 

- 

1846  to  1850. 

- 

1847  to  1860. 

- 

1847  to  1848. 

- 

1848  to  I860. 

- 

1848  to  1850. 

- 

1850  to  1870. 

- 

1850  to  I860. 

- 

1855  to  1858. 

- 

1856  to  1858. 

. 

1856  to  I860. 

- 

1857  to  1860. 

. 

1S58  to  1860. 

_ 

1860  to  1872. 

-  I860  to  1861.—  1862  to 

1864.—  1868  to  L^70. 

116 


HISTORY    OF    THE 


Samuel  Austin, 
Isaac  F.  Catly,     1860  to  1862.- 
Joshua  Kendall, 
Noble  W.  DeMunn, 
*Henry  R  Pierce, 
George  A.  Willard, 
Benjamin  V.  Gallup, 
J.  H.  Tefft, 
Dwight  R.  Adams, 
James  M.  Ross, 
Benjamin  F.  Hayes, 
Benjamin  F.  Clarke, 
David  W.  Hoyt, 
Charles  B.  Goff,      - 
Thomas  W.  Bicknell,    - 
Samuel  Thurber,    - 
Henry  S.  Latham, 
Joshua  B.  Chapin, 
John  J.  Ladd, 
Edwin  M.  Stone,    - 
M.  J.  Talbot,  - 
James  T.  Edwards, 
William  H.  Bowen, 
H.  S.  Shearman,     - 
G.  B.  Inman,  - 
Daniel  Leach, 
Samuel  S.  Greene, 
A.  Sherman, 
M.  A.  Aldrich, 
J.  W.  R.  Marsh,    - 
H.  W.  Clarke, 
W.  E.  Tolman,      - 
P.  E.  Tillinghast, 

F.  W.  Tilton, 
W.  W.  Warner, 
LeviW.  Russell, 
James  M.  Sawin, 
T  H.  Clarke, 

Albert  J.  Manchester,  - 
Merrick  Lyon, 
J.  C.  Stockbridge, 
Thomas  B.  Stockwell, 
E.  K.  Parker, 

G.  E.  Whittemore, 
P.  E.  Bishop, 

J.  S.Eastman, 
J.  C.Greenough, 


-  1860  to  1868.— 1872  to  1873. 
-1864  to  1866.— 1868  to  1871.— 1872  to  1874. 

1861  to  1865. 

1861  to  1862.— 1670  to  1871. 
1861  to '1862. 

1861  to  1868. 
J861  to  1862.— 1864  to  1865.— 1866  to  1868. 

1862  to  1873. 

1863  to  1870. 

1864  to  1867. 

1864  to  1866. 

-  1865  to  1871.— 1872  to 

1865  to  1868. 

-  1865  to  1866.— 1870  to 

1865  to  1866. 
1«65  to  1868. 
1S66  to  1871. 

-  1866  to  1867.— 1869  to  1870. 
1866  to  1871.— 1872  to 

1866  to  1867. 
18G6  to  1869. 
1866  to  1868. 

1866  to  1868. 
18(>7  to 

1867  to  1870. 
1867  to  1868. 
1867  to  1869. 
1867  to  1869. 
1867  to  1874. 
1867  to  1871. 

1867  to  1868. 

1868  to  1872.— 1874  to 

1868  to  1870. 

1869  to  1871.— 1872  to 

1869  to  1871. 
1869  to  1871.— 1873  to 

1870  to  1871. 
1870  to  1872. 
1870  to  1873. 
1870  to 

1870  to  1874. 

1871  to  1872. 
1871  to  1872. 

1871  to 

1872  to 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION. 


117 


A.  D.  Small,              ... 

1872  to  1874. 

J.  Milton  Hall, 
Sarah  E.  Doyle, 
M.  E.  Morse, 

1872  to 
1872  to  1874. 
1872  to  1873. 

O.  P.  Fuller, 

1872  to  1873. 

Surah  Dean, 

1872  to 

Lizzie  Brown, 

1873  to  1874. 

Edwin  H.  King, 
Benoni  Carpenter,   - 
N.  W.  Liltlefield, 

1873  to  1874. 
1873  to  1874. 
1873  to 

R.  S.  Andrews,        -               - 

1873  to 

Ira  O  Seamans, 
F.  W.  Wing, 
Ellen  M.  Ilaskell, 

1873  to  1874. 
1874  to 
1874  to 

H.  M.  Hunt, 
Lysander  Flagg, 
Julia  Lefavour, 

-       1874  to 
1874  to 
1874  to 

J.  M.  Brewster, 

1874  to 

CORRESPONDING    SECRETARIES. 

Nathan  Bishop, 
Amos  Perry, 
Zwinglius  Grover,    -                                              1851  to 
Alvah  W.  Godding, 
Albert,!.  Manchester, 
Dwight  R.  Adams, 

1845  to  1848. 
1848  to  1851. 
1855.—  1856  to  1858. 
1858  to  1865. 
1£(!5  to  1870, 
1870  to  1874. 

Eli  H.  Howard, 

-       1874  to 

TREASURERS. 

Thomns  C.  Hartshorn, 

1845  to  1852. 

Amos  Perry, 
Christopher  T.  Keith, 
Noble  W.  DeMunn, 

1853  to  1856. 
1856  to  1862. 
1862  to  1868. 

B.  V.  Gallup, 

1868  to 

RECORDING    SECRETARIES. 

Joshua  D.  Giddings, 
Christopher  T.  Keith, 
Caleb  Farnum, 

1845  to  1848. 
1848  to  1850. 
1850  to  1851. 

Albert  A   Gain  well, 

1851  to  1854. 

Alvah  W-  Godding, 
Edward  II.  Magill, 

1854  to  1858. 
1858  to  1860. 

Francis  B.  Snow, 

I860  to  1862. 

Alvin  C.  Robbins,     - 

1862  to  1866. 

Thomas  B.  Stockwell,    - 
J.  E.  Purker, 

1866  to  1870. 
1870  to  1871. 

Frank  G.  Morley,                                       ^  - 

1871  to  1872. 

118 


HISTORY    OF   THE 


G.  E.  Whittemore, 
Lester  A.  Freeman, 


1872  to  1874. 
1874  to 


DIRECTORS. 


William  Gammell, 
James  T.  Sisson, 
John  B.  Tallman,  - 
Latimer  W.  Ballon, 
Samuel  S.  Greene, 
James  T.  Hardness, 
Jesse  S.  Tourtellot, 
Amos  Perry,    - 
Caleb  Farnum, 
George  C-  Wilson, 
William  S.  Baker,  - 
Thomas  R.  Hazard, 

*John  Boyden,  Jr., 
Nathan  Bishop, 
Thomas  H.  Vail,     - 
Sylvester  Patterson, 
Samuel  Ausiin, 
C.  G.  Perry,     - 
J.  Bushee, 
Thomas  Shepard, 

*  Albert  A.  Gamwell. 
George  W.  Qnereau, 
George  A.  Willard,  - 
Edmund  Gray,  Jr., 
Nathaniel  B.  Cooke, 

*Jolm  H.  Willard, 
Orin  F.  Otis, 

*Dana  P.  Colburn, 
William  H.  Farrar, 
John  Kingsbnry, 
Daniel  Leach, 
Edward  H.  Magill, 
Thomas  G.  Potter, 
C.  C.  Beaman, 
Edwin  M.  Stone,    - 
E.  Grant, 

Lucius  A.  Wheelock, 
Charles  Hut  chins, 
William  G.  Crosby, 
J.  B.  Breed,    - 
Merrick  Lyon, 
Albert  J.  Manchester, 


1845  to  1847. 
1845  to  1848, 


1845  to  1860. 

-  1845  to  1848.— 1854  to  1855. 

.-   1845  to  1848. 

1845  to  1848. 

1845  to  1848.— 1852  to  1856. 
1845  to  1846. 
-1848  to  1855. 
-1858  to  1862. 

1845  to  1850. 

1846  to  1857. 
1846  to  1850. 
1846  to  1856. 

1847  to  1848.— 1856  to  1858. 
1848  to  1852. 
1848  to  1857. 
1848  to  1860. 
1848  to  1860. 
1848  to  1855. 
1848  to  1855. 
1848  to  1850. 

1854  to  1860. 

1855  to  1860. 
1855  to  1860. 
1855  to  1858. 
1855  to  1861. 
1855  to  1860. 
1855  to  1860. 
1855  to  1860. 

1855  to  1857. 

1856  to  1858. 
1856  to  I860. 
1856  to  1858. 

1856  to  1860. 

1857  to  1858. 
1857  to  1866. 

1857  to  1858. 

1858  to  1660. 
1858  to  1859. 
1858  to  1860. 
1858  to  1860. 

-1874  to 
-1872  to 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION. 


119 


Millen  S.  Greene,  - 
William  A.  Mo  wry, 
Isaac  F.  Cady, 
Joseph  S.  Eastman, 
Howard  M.  Rice,   - 
Francis  B.  Snow, 
Thomas  Davis, 
James  T.  Edwards, 
Thomas  W.  Bicknell, 
Alvan  0.  Robbins, 
J.  M.  Collins, 
Benjamin  F.  Clarke, 
W.  E.  Woodbridge, 
Frederic  W.  Tilton, 
Dwight  11.  Adams,  - 
J.  R   Davenport, 
J.  Q.  Adams, 
H.  W.  Chivke, 
F.  G.  Morley, 
J.  T.  Durfee,  - 
L.  C.  Greene, 
T.  H.  Clarke, 
"Osceola  II.  Kile,     - 
A.  J.  Lincoln, 
W.  E.  Tolmrm, 
E.  II.  Howard, 
Sarah  E    Doyle, 
II.  A.  Benson, 
A.  G.  Chace, 
Mary  A.  Riley, 
William  A.  Phillips, 
George;  W.  Cole. 
Susan  C   Bancroft, 
Emory  I  ..yon,  - 
Alonzo  Williams,  - 
Mrs.  G.  E.  Whittemore, 
Mrs  C.  Barker,      - 
Henry  ,\.  Wood, 
T.  1).  Blakeslie, 
Stephen  C.  Irons, 


1860  to  1866. 
1861  to  1862.— 1866  to 

1862  to  1870. 

1861  to  1866. 

1862  to  1864. 
1862  to  1867. 

1862  to  1866. 

1863  to  1^65. 
1863  to  1866.— 1868  to  1869. 

1866  to 
1866  to  1867. 

1866  to  1868. 

1867  to  1868. 

1868  to  1870. 
1868  to  1870— 1874  to 

1870  to  1872. 

1870  to  1874. 
1870  to  1871.— 1874  to 
1870  to  1871.— 1872  to 

1870  to  1874. 

1870  to  1871. 

1871  to  1872. 
1871  to  1874. 
1871  to  1872. 
1871  to 

1871  to  1874. 

1872  to 
1872  to 

1872  to  1873. 

1873  to 
1873  to  1874. 

1873  to 

1874  to 
1874  to 

-  •  1874  to 
1874  to 
1874  to 
1874  to 
1874  to 
1874  to 


LIST    OF    MEMBERS 


FROM  1845  TO  1874. 


[EXPLANATION.— The  names  of  the  founders  of  the  INSTITUTE,  so  far  as  ascer- 
tained, are  siiffixed  with  a  f.  An  asterisk  (*)  is  prefixed  to  the  names  of  deceased 
members.  Probably  the  Necrology  is  much  larger  than  indicated  bythe  sign. 
The  location  of  each  teacher  is  that  given  in  signing  the  Constitution.  Possibly 
errors  in  Christian  names  may  have  occurred.  If  any  such  are  discovered,  the 
author  will  be  grateful  for  the  information.] 


Allen,  Zachariahf 
*  Adams,  Seth  Jr.f 

Aborn,  Josephf 

Austin,  Samuelf 
*Atwater,  Stephenf 

A Idvich,  Harris  W.    (1849.) 

Austin,  Savah 

Andrews,  Caroline  F. 

Allen,  Christopherf 

Adams,  Dwight  R. 

Aldrich,  Mary  J. 

Allyn,  Robert  Rev. 

Allen,  Hiram 

Angell,  Nehemiah  A. 

Arnold,  S.  B 

Alrny,  Peleg 

Allen,  Sarah 

Andrews,  R.  S. 

Arnold,  Rufns, 

Allen,  Edward  A.  H. 

Anthony,  Joseph  (1849) 

Aldrich,  Melda 

Aldrich,  Wilmarth  N.f 

Adams,  J.  Q. 


Providence, 


Previous  to  1872. 


North  ProvHence, 

Centreville, 

Slatersville, 

East  Greenwich, 

Woonsocket, 

North  Scituate, 

Woonsocket, 

Tiverton, 

Woonsocket, 

Bristol, 

Woonsocket,         » 

New  Bedford,  Mass., 

Newport, 

Cumberland, 

Providence, 

Natick, 


RHODE     ISLAND    INSTITUTE    OP    INSTRUCTION. 


121 


Arnold,  M.  W.f  Providence, 

Amos,  John,f 

Aldrich,  Rebecca 

Angel  1,  Nancy  W. 

Allen,  Charles  L. 

Adams.  Effie 

Balcli,  John  Jr.f 

Bieknell,  Thomas  W. 

Baker,  William  S.f 

Bradley,  Charles  S. 
*Brown  John  Carter 

Brayton,  George  A.f 
*Barsto\v,  John 

Barstow,  Amos  C.  (1849) 

Barker,  James  T.f 

Belden,  C.  Dwight 

Branch,  S.f 

Bishop,  P.  E. 

Barnard,  llenryf 

Bishop,  Nathan, f 

Belden,  Slanton  (1849) 

Ballon,  Arielf 

Bennett,  Charles  (1860) 

Bowen,  Israel  M. 

Baggs,  Elisha  L.f 

Bates,  C.  G. 

Belden,  Francis  S. 

Browning,  Joseph  L. 

Bates,  Benoni 

Burlingame,  Ann  E. 

Burgess,  Martha  D.f 
*Bowen.  Estherf 
*Brown.  Fennerf 

Barber,  Mary  F,  (1860) 

Bentley.  George  M. 

Borden,  Bailey  E. 
*Bosworth,  All'redf 

Barber.  P.  M.  2d.  (1800) 

Hahcnrk.  John  \V.  (1860) 

Balx-ock,  Charles  II.  (1860) 

Babcock.  Samuel  A.  (1860) 

liurdick,  Benjamin  B.  (I860) 

Bun  lick,  Mary  E.  (1860) 

Burlingamo,  Nancy  M.  (1860)  Woonsocket, 

Brown,  Melissa  B.  (1860) 

Brown,  Betsey  J.  (1860) 

Benson.  II.  A. 
IS 


Previous  to  1872. 


Slatersville, 

Pascoag, 

Tiverton, 

Bristol, 

Providence, 


Warwick, 
Providence, 


Pavvtucket, 

Ilartfoi'd,  Conn., 

New  York, 

North  Providence, 

Woonsocket, 

Westerly, 

Johnston, 

Exeter, 

Coventry  Centre, 

Chicago, 

Charlestown, 

Coventry, 

River  Point, 

Providence, 


Westerly, 

Manville, 
Warren, 
Ashaway, 
Westerly, 


122 


HISTORY     OF    THE 


Bushee,  James 
*Boyden,  Rev.  John  Jr.f 
Buffum,  Sarah  A. 
Ballou,  Lntimer  W.f 
Ballon,  George  C. 
*Burgess,  Thomas,  f 
Brown,  Lucius 
Brown,  Esther  E. 
Benson,  Marion  A. 
Berry,  Charles  P. 
Budlong,  M.  E. 
Chase,  Rebecca  E. 
Caswell,  Alexisf 
Currey,  Samuelf 
Clarke,  George  L.f 
Clarke,  Edwardf 
Cqoper,  Larkin  A. 
Carpenter,  Elizabeth  B. 
Clarke,  Benjamin  F. 
Cutler,  Edward  H. 
Cooke,  Willis 
Coggeshall,  S.  W. 
Cooper,  Varnum  A. 
Cumming,  Anna 
Carpenter,  Charles  F. 
Clarke,  Henry 
Coats,  Charles 
Chapman,  J.  (I860) 
Chapin.  Ruth  E.  (1860) 
Cottrell.  Charles  T.  (1860) 
Clark,  Elisha  P.  (1860) 
Chapin,  Thomas  B.  (1860) 
Collins,  A.  B.  (1860) 
Church,  Nelson  K. 
Cole,  George  W. 
Cady,  Isaac  F. 
Collins,  James  M. 
Cooke,  N.  B. 
Carpenter,  Alice  H. 
Collins :  Susan  E. 
*Colburn,  Dana  P.  (1849) 
Caskill.  Edward  B. 
Cragin,  Frances  M. 
Congdon.  INI.  Frances 
Congdon,  Lydia  E. 
Carpenter,  Ellen 
Chase,  John  F. 


Woonsocket, 


Providence, 

Fall  River,  Mass., 

Summit, 

Millville, 

Chep-ichet, 

Cumberland, 

Providence, 


Previous  to  1872. 


Woonsocket, 

'i 

Nashua,  N.  H., 

Woonsocket, 

Coventry, 

Pawtucket, 

North  Stonington,  Conn. 

Westerly, 


Rockville, 

Westerly, 
« 

Usquepaugh, 
Valley  Falls, 
Barrington  Centre, 
Westerly, 
Bristol, 

Seekonk,  Mass., 
Phenix, 
Providence, 
Woonsocket, 

Providence, 
« 

Woonsocket, 
Cumberland, 
Tiverton, 


RHODE    ISLAND  INSTITUTE  OF  INSTRUCTION. 


123 


Cook,  Rev.  T.  D. 

Doyle,  Sarah  E. 

Dean,  Saiah 

Day,  Henryf 

Dixon,  Nathan  F.f 

Duncan,  Alexander! 

DeMunn,  Noble  W. 

Davis,  Thomas 

Darling,  T.  S. 

Davis,  Franklin  II.  (1860) 

Davis,  Oliver  (1860) 

Darrow,  E.  R. 
*Durnont,  Rev.  A.  H.f 
*Dyer,  Benjaminf 
*Dwight,  Gamliel  L.  (1849) 

Dyer,  Sarah  E. 

Dyer,  Maria  E. 

Esten,  M.  L. 

Esten,  Araasa  Jr. 

Ewins.  Margaret, 

Earle,  Catherine 

Eddy,  Rit-hard  E.f 

Evans,  Thomas  Of 

Edwards,  James  T. 

Edwards,  Richard, 

Esten,  llhoda  A. 

Eddy,  Cornelia  (1860) 

Fisher,  Ellen 
*Field,  Laura  E. 

Fowler.  Ezekiel 

Farnum,  Calehf 

Fry,  Minerva  A. 

Fisher,  Weston  A.f 

Foster,  A.  J.  (1860) 

Gallup,  Benjamin  V, 

Gammoll,  Williamf 

Giddings,  Joshua  D.f 

Greene,  Samuel  S.  (1849) 

Godding,  Alvah  W. 

Guild,  Martha  J. 

Greene,  J.  B. 

Gory,  Arnold  W. 

Grovei,  Zvvinglinsf 

Gray,  Edward  Jr. 

Greene,  Carrie 

Greene,  Eliza  C. 

Gorton,  Jason  W. 


Providence, 


Previous  to  1872. 


North  Providence, 

Woonsocket, 

Westerly, 


Newport, 

Providence, 

•  t 

Knightsville, 
Providence, 
Slatersville, 

Providence, 
Woonsocket, 
Providence, 
Chepachet, 
East  Greenwich, 
Normal  School,  Illinois, 
North  Scituate, 
Westerly, 
Woonsocket, 
Providence, 
Woonsocket, 
Providence.1, 
Woonsocket, 
Providence, 
Westerly, 
Providence, 


Chepachet, 

Providence, 

Tiverton  Four  Corners, 

Chepachet, 

Summit, 


124 


HISTORY    OF    THE 


Greene,  Samuel 
Greene.  Susan  M. 
Gorton,  Hannah  H. 
Greene,  John  T. 
Gruber,  Frances 
Greenraan,  B.  F. 
Gorton,  Abbie  A. 
Gallup,  Sarah  B. 
Gay,  Helen  F. 
*Garnwell,  Albert  A.f 
*Greene,  Phebe  A. 
*Hutchins,  Shubaelf 
Howard,  E.  H. 
Harkness,  Albertf 
Haskell,  Ellen  M. 
Helme,  Harriet  J. 
Haskell,  Ruth  A. 
Hoyt,  David  W. 
Haile,  Levi 
Hendrick,  C.  A. 
Hendrick,  Fanny 
*Hanis,  Edward 
Harkness,  Hiram 
Harkness,  James  T. 
Hull,  Harriet  K. 
Hazard,  Thumas  P.f 
Hall,  Charles  H.  (J860) 
Hazard,  Harriet  C.  (1860) 
Hoxie,  George  W.  (1860) 
Hinkley,  Charles  H.  (I860) 
Hutchins,  Charles 
Hammett,  John  L. 
Hopkins,  Rev.  George  O. 
Hoag,  Emily 
Hicks,  Charles  R. 
Hill,  Byron  R. 
Holt.  EmmaF. 
Howard,  Henry 
Harvey,  Resolved 
Hoag,  Caroline  D. 
Holmes,  Harvey 
Holmes,  Mary  E. 
Holdredge,  Geo.  W.  (1849) 
Haines,  T.  V. 
Ives,  Robert  H.f 
*Ives,  Moses  B.f 
Ingalls,  Elkanah 


Woonsocket, 
Bristol, 
Warwick, 
Coventry, 
Providence, 
Charlestown, 
Escoheag, 
Collamer,  Conn. 
Davisville, 
Providence, 


Previous  to  1872. 


Warren, 
Woonsocket, 


Smithfield, 

Kingston, 

Westerly, 

>< 

Shannock  Mills, 

Westerly, 

Providence, 

North  Scituate, 

Lonsdale, 

Fall  River,  Mass., 

Cranston, 

Blackstone,  Mass., 

Phenix, 

Coventry, 

Woonsocket, 

Bristol, 

North  Stonington,  Conn. 

Crornpton, 
Providence, 

Cranston, 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION. 


125 


Jencks,  Mary  T. 

Jennings,  John 

Kingsbury,  Johnf 

Keith,  Christopher  T.f 

King,  Mary 

Kent,  William  S. 

Kent,  John  R. 

Kenyon,  Peleg 

Keith,  WilliamS.' 

Kendall,  Joshua 

Kenyon,  Henry  B. 

Knapp,  Mary  A. 

Kimball,  D.  W. 

Keach,  Clovis  E. 
*Kile,  O.  H. 

Knowles,  Horatio  N.  Jr. 

King,  E.  A. 
*Lawton,  Edward  W.f 

Leach,  Rev.  Daniel  (1856) 

Lyon,  Merrickf 

Lyon,  Emory, 

Latham,  Cornelia  W. 

Lewis.  Celia  J. 
*Lockwood,  Moses  B.f 

Lark in,  R.  S.  (1860) 

Lewis,  Mary  C. 

Lewis,  Nathan  B. 

Lincoln,  A.  J. 

Ladd,  John  J.  (1860) 

LeCavd,  George 

Matteson,  Benjamin  W. 

Mowry,  William  A.  (1859) 

Metcalf,  Edwinf 
*Mason,  Owenf 

May,  Amasa 

Miles,  Amanda 

Mowry,  Jenks  A.f 

Metcalf,  William 

Morley,  Frank  G. 

Munroe,  Abby  D. 

Matteson,  Braman  W. 

Maxon,  Abby  M.  (1860) 

Maxon,  Charlotte  A.   (1860) 

Maxon.  Charles  A.  (1860) 

Mann,  Rev.  Joel 

Manche-iter,  Georgef 

Morse,  Guilford 


Pawtucket,. 
Woonsocket, 
Providence, 


North  Scituate, 

Phenix, 

Hopkinton, 

River  Point, 

Bristol, 

Alton, 

Chepachct, 

Woonsocket, 

Bnrrillville, 

Westerly, 

Wakefield, 

Pascoag, 

Newport, 

Providence, 


Previous  to  1872. 


Westerly, 
Providence. 
Exeter, 
Coventry, 
Providence, 
Coventry, 

Providence, 


Woonsocket, 
Bristol, 

Coventry, 
Westerly, 


Kingston, 

South  Portsmouth, 

Springfield,  Mass., 


126 


HISTORY    OF    THE 


Magi]],  Edward  H. 

Mason,  Ambrose  B. 

Monroe,  Clara  E. 

Macomber,  Joseph  K 
*Meggette,  M.  M. 

Meader,  A.  A. 

Miller,  Maria  F.  (1860) 

Miner,  G.  H.  (1860) 
*Nash,  H.  C. 

Newell,  George  E. 

Niles,  Julia  A., 

Nichols,  Celia  A. 

Nichols,  Helen  A. 

Newbury,  Sarah  (1860) 

Osborn,  Sarah 

Osborn,  Esther 

Osgood,  Rev  Samuelf 

Osgoocl,  J.  Anna 

Olney,  Johnf 

Pitman,  Joseph  S.f 

Perry,  Amosf 
*Patten,  William  S.f 

Purkis,  Sarah  A. 

Phelon,  Rev.  Benjamin 

Padelford,  Adelaide  D. 

Perrin,  Mrs.  Daniel 

Potter,  Hon.  Elisha  R.f 

Parker.  James  E. 
*Peck,  Allen  O.f 

Pendleton,  Anne  L.  (1860) 

Pendletcn,  Kate  (1860) 

Pendleton,  Sarah  E    (1860) 

Perrin,  Alice  (1860) 

Potter,  J.  B. 

Phillips,  S. 

Peckham   Anginette  (1860) 

Palmer,  Hannah  (1860) 

Prosser,  P.  S. 

Page,  Maria  W. 

Page,  Susan  A. 

Payne,  Nancy  A. 

Place,  II.  Lester 

Potter,  S.  A. 

Potter,  Thomas  G. 

Paine,  Minerva  J. 

Pickett,  Horace  W. 

Porter,  Aaron 


Providence, 

Warren, 

Manville, 

Portsmouth, 

Woonsocket, 

Cumberland, 

Allenton, 

Westerly, 

Portland,  Me. 

Pawtucket, 

Woonsocket, 

Greene, 

Providence, 

Westerly, 

Woonsocket, 

Providence, 


Previous  to 


South  Kingstown, 
Johnston, 
Providence, 
Westerly, 


Greene, 
Georgiaville, 
Westerly, 
Stonington,  Conn., 
Carolina  Mills, 
Pascoag, 


Mt.  Vernon,  R.  I., 
Providence, 
East  Providence, 
Slaters  ville, 
Tiverton, 
Bristol, 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION.  127 

Park,  Mary  F.  Woonsocket,                       Previous  to  1872. 

Paine,  Julia  A.  "                                         "                " 

Paine,  Cordelia E.  "                                         " 

Pitts,  Susie  A.  "                                         "                " 

Paine,  S.  Madeline  North  Blackstone,                    "                " 

Paine,  Minnie  J.  Slatersville,                                "                " 

Qu-ireau,  G   W.  East  Greenwich,                       "                " 

Robinson,  ,\.  II.  (I860)  Westerly,                                    "                " 

Reynolds,  Benjamin  (1860) 

Rich,  Ezekiel  Bristol,                                        "                " 

Reynolds,  Russell  W.  Richmond,                                 " 

Ralph,  Betsey  T.  Fisherville, 

Rodman,  Samuelf  Providence,                                " 

Rathbun,  Mary  E.  "                                            "                " 

Russell.  Lcvi  W. 

Remington,  Frances  A.  "                                         " 

Robbins,  Alvin  C.  Millville           ss  ,                       " 

Ray,  Joel  R.  Providence,                                " 

Stone,  Rev.  Edwin  M.  (1848) 

Stockwell,  Thomas  B.  " 

Steere,  Mattie  C.  "                                          '•                " 

Smith,  James  Y.  "                                         "                " 

Smith,  Lewis  B.  " 

Seagraves,  Jose])h 

Steoent,  Phebe  A.f  "                                         "                " 

Scammell,  S.  S. 

Stanton,  Kate  S.  "                                         "                " 

Stivers,  John  II.  "                                         " 

Spencer,  II.  L. 

Sheldon,  Jeremiahf  "                                         " 

Sawin,  James  M.  "                                         "                " 

Stebbins,  Fannie  "                                         " 

Stockbridge,  Rev.  J.  C. 

Sheldon,  Williamf 

Stillman,  Mary  A    (1860)  Westerly,                                                   •    " 

Stillman,  Harriet  W.  (1860)  "                                         " 

Stillman,  James  (1860) 

Saunders,  T.  C.  (1860)  Potter's  Hill, 

Sayles,  \Villiam  R.  Cumberland  Hill, 

Seamans,  LayUm  E.  Coventry, 

Sisson,  Asa  Anthony, 

Scagrave,  A.  R.  Uxbridge,  Mass., 

Staples,  Thomas  B.  Slatersville, 

Shumway,  Annie  M.  Pascoag,                                      " 

Stamiield,  B.  B. 

Slade,  Georgianna  A.  " 


128 


HISTORY    OF   THE 


Shumway,  Mary  E.  Pascoag, 

Smith,  Eliza  Providence, 

Spencer,  H.  L.  Anthony, 

Steere,  Diana  J.  Woonsocket, 

Steere.  Joanna  A.  " 

Steere,  William  A. 

Spencer,  D.  P. 

Sheffield,  William  P.f 

Stone,  Harriet  A.  (1860) 

Stan  ton,  Charles 

Stone,  Hiram 

Slocnm,  Mrs.  Z.  O. 

Steere.  Laura  M. 

Steere,  Fannie  M. 

Shaw,  Jedediah 
*StOne,  James  L.  (1849) 

Sisson,  Joseph  T.f 

Slater,  Horatio  N.f 

Stone,  Dexter  S. 

Seamans,  Ira  O. 

Shaw,  Emma 

Shaw,  Mary  C. 

Shepard,  Rev.  Thomasf 

Stimson,  John  J. 

Sheffield,  Hannah  (1860) 

Saylcs,  Henry  C. 

Scott,  Livingston 

Salisbury,  Phebe  A. 

Spencer,  Lydia  C. 

Talcott,  James  M. 

Tingley,  L.  Sophia 

Tourtellot,  Jesse  S.f 
*Tillinghast,  George  S. 
*Tillinghast,  George  H.t 

Tillinghast,  Joseph 

Tallman,  John  B  f 

Thurber,  Samuel 

Thayer,  Lucy  A. 

Thompson,  Phebe  H.  ( 1860)     Wester  !y, 

Thompson,  Benjamin  F.  (1860) 

Taylor,  John  A.  (1860) 

Tillinghast,  E.  A. 

Tefft,  J.  H. 

Tolman,  W.-E. 

Tyler,  Susan  A.f 
*Tobey,  Samuel  B.f 

Taft,  Mary  E.  Blackstone, 


Previous  to  1872. 


Peace  Dale, 

Newport, 

Stonington,  Conn., 

North  Stonington,  Conn., 

Foster, 

Chepachet, 

Manton, 

Little  Compton, 
Providence,  - 
North  Providence, 
Providence, 
Philadelphia,  Pa., 
Phenix, 

Thompson,  Conn., 
Centreville, 
Bristol, 
Providence, 
Westerly. 
Woonsocket, 

Lime  Rock, 

Warwick, 

Providence, 

Glocester, 
Foster, 
Providence, 
Summit, 
Woonsocket, 
Providence, 
New  Boston,  Conn.., 


Coventry, 
Kingston, 
Pawtucket, 
Providence, 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION. 


129 


Taft,  B    P. 
*Updike,  Wilkinsf 

Vincent,  Thomas 

Vernon,  Thomasf 

Verry,  Perley 

Varney.  George  F. 

Vose,  E.  F.  (1860) 

Wardwell,  George  T. 
*Wayl;ind,  Rev.  Francisf 

Woods,  Rev.  Alva 

Webb,  Rev.  Samuel  H. 

Waterman,  Emily  F. 

Westcott,  S.  Lizzie 

Whipple,  Amasa  C. 

Whittemore.  Gilbert  E. 

Wood,  Henry  A. 

Williams,  II.  W. 

Williams.  Albert  S. 

Winsor,  X;mcy  W. 


Burrillville, 

Providence. 

Westerly, 

Providence, 

Woonsocket. 

Sandwich,  N.  H. 

Westerly, 

Woonsocset, 

Providence, 


Attleboro.  Mass., 

Providence, 

East  Greenwich 

Foster, 

North  Foster, 

Greenville, 


Previous  to  1872. 


Wheelock,  Lucius  A.  (1849)  Providence, 


Wilson,  George  C. 
Waldron,   W.  II. 
Walden.  Elizabeth  F. 
Wade,  Mrs.  James 
White.  Abbie  M. 
Wood,  Allen  F. 
Wynu,  Mary 
Woodbri.lge,  Wm.  II. 
*Young,  Edward  R.f 
Young,  L.  R.f 


Jr 


Manville, 
Pascoag, 
(Jhepachet, 
Pascoag, 
Burrillville, 
River  Point, 
Pascoag, 
(1860)  Westerly, 
Providence, 


Allen,  Stella  C. 
Alden,  Surah  C. 
Angell.  Sarah  C 
Arnold.  Dr.  S.  Augustus 
Allen.  Juliet  A. 
Allen,  Mrs.  Henry 
Adams,  Mary  C.  B. 
Armington,  Ilattie  A. 
Arnold,  Gertrude  E. 
Adams,  Annie  J. 
Austin.  Emily  C. 
*Alvord,  Caleb  M. 
Allen,  Jane  II. 
Allen,  Ilattie  A. 
Arnold,  Elveton  Jr., 
17 


Providence, 


January.  1^72. 


Pawtuxet, 

Woonsocket, 

Pawtucket, 

Summit, 

East  Greenwich. 

Cranston, 

Blackstoue,  Mass. 

North  Kingstown, 


130 

Avery,  Miss  A  E. 
Anthony,  Mary  E. 
Andi'ews,  Miss  E.  E. 
Anthony,  Susan  E. 
Armstrong,  Lydia 
AllRn,  Daniel  G. 
Albro,  Christopher  D. 
Alray,  Margaret  G. 
Arnold,  Francis  E. 
Anthony,  Albert  L. 
Bacon.  Sarah  J. 
Beane.  Elsie  A. 
Bartlett,  Mary  E. 
Brown,  Allen 
Bolster,  Jerome  B. 
Bell,  George 
Bucklin,  R.  Anna  C. 
Babcock.  M.  Austania 
Bancroft,  Susan  C. 
Bartlett,  Addie  A. 
Bi'ovvn,  Ella  A. 
Babcock,  Jennie  H. 
Ruffinglon,  Geraldine 
Babcock,  S.  A. 
Briggs,  Stephen  A. 
Bodfish,  Joshua  L. 
Baker,  Sarah 
Ballou,  Desire  F. 
Bates,  Benoni 
Brown,  Arthur  W. 
Bowcn,  Susan  K. 
Bnrlingame,  William  C. 
Brown,  Annie  S. 
Bosworth.  Rebecca  T. 
Boss,  Lizzie  C. 
Brown,  Lizzie 
Bates.  C.  G. 
Barker,  Mrs.  C.  J. 
Bucklyn,  John  K. 
Bates,  John  A. 
Ballon,  Amanda  J. 
Brown,  Ella  M. 
Bowen,  J.  A. 
Bo  wen,  L.  A. 
Brown,  Ann  E. 
Bowen,  Fanny  W. 
Brown,  Ellen  M. 


HISTORY    OF    THE 
Providence, 


North  Kingstown, 

Portsmouth, 

Newport, 

Jamestown, 

Swansey,  Mass., 

Providence, 


January,  1873. 


January,  1872. 


Spragueville, 

Westerly, 

Warren, 

North  Stonington,  Conn., 

Stonington  Conn., 

East  Greenwich, 

il 

Lonsdale, 

Coventry, 

Middletown, 

Summit, 

Cumberland  Hill, 

Pawtuxet, 

Newport, 

Pawtucket, 

Coventry  Centre, 

Tiverton, 

Mystic  Bridge,  Conn., 

West  Greenwich  Centre, 

Georgiaville, 

Harmony, 

"Boston, 

East  Greenwich, 

Tiverton, 

South  Attleboro', 

Providence, 


January,  1873. 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION. 


131 


Rehan   Ann  M. 
Belden,  C.  D  wight 
Bellows,  L.  M. 
Brown,  Isadore 
Barker,  C.  W. 
Bates,  Nellie 
Bartlett,  AcldieM. 
Bryant,  S.  Fannie 
Bryant.  Addie  G. 
Bates,  Hattie  N. 
Bowen,  Helen  M. 
Barnes,  Irene  C. 
Bailey,  Thomas  T. 
Barber,  Lizzie 
Burlingame,  N.  M. 
Barrows,  Sarah 
Barber,  A.  E. 
Brown,  M.  A. 
Bowen.  Hannah 
Brown,  Sarah  W.  A. 
Barrows.  L.  A. 
Blakeslee,  T.  D. 
Carpenter,  Elizabeth  B. 
Cooke,  Emma  E. 
Carrigan,  Helen  A. 
Case,  Mattie 
Cross,  F.  E. 
Chase,  Elizabeth  J. 
Chase,  William  E. 
Cardner,  Edwin  R. 
Chillson.  Henry 
Churc-h,  Mary  E. 
Chappell,  Sarah  J. 
Cook,  Helen  M. 
Cunlillt',  Eliza  P. 
Coggeshall,  Belle  J. 
Cornell,  Imogene  R. 
Collins,  Amy  F. 
Chase,  Anna  P. 
Clarke,  Minnie  L. 
Clark,  Henry 
Collins,  Francis  W. 
Chase.  Anna  G. 
Chase,  Emily  B. 
Carpenter.  Belle  F. 
Clarke,  Rebecca  C. 
Clarke.  15.  F. 


Providence, 
North  Providence, 

Tiverton, 

West  Greenwich  Centre, 
Mapleville, 
WOOL  socket, 
Medway  Village,  Mass., 
Pascoag, 
Chepachet, 
Greenville, 
Boston, 
Westerly, 
Woonsocket, 
Pawtucket, 
Woonsocket, 

Middletown, 

East  Greenwich, 
Providence, 


January,  1873. 


January,  1874. 


January,  187-2. 


Kingston, 
Providence, 

Charlestown, 

Wakeiield, 

Providence, 

Bristol, 

Apponaug, 

North  Providence, 

Man  vi  lie, 

Albion, 

Pawtucket, 

Narragansett  Pier, 

Newport, 

Cumberland  Hill, 
Albion, 

Newport, 


132 


HISTORY    OF    THE 


Clarke.  J.  P. 

Crandall,  Stephen  G. 

Cbappell,  M.  Hoi-tense 

Cole,  Martha  D. 

Case,  James  G. 

Clarke,  Thomas  H. 

Clarke,  Henry  W. 

Clarke,  George 

Cooke,  H.  E. 

Church,  George  S. 

Carpenter,  E.  J. 

Con  ant,  Rev.  W.  H. 

Chace,  Harriet  R. 

Chapin,  Mary  E. 

Cobb,  D.  A. 

Cutting,  Phebe  A. 

Conley,  Mary  L. 

Carpenter.  Miss  L.  M. 

Coe,  Marcy 

Cole,  Mary  M. 

Cargill,  Malvina 

Carpenter,  George  E. 

Cooke,  John  T. 
Clarke,  Hannah  E. 
Carr,  J.  P. 
Collins,  Peleg 
Church,  Calista 
Comstock,  Amy  L. 
Chase,  Charles  A. 
Chase.  Rev.  B.  A. 
Chesbro,  Mrs.  A .  L. 
Chase,  Mr.  W.  E. 
Chase,  Charles  A. 
Collins,  Nancy 
Collins,  Lizzie  E. 
Chase,  H.  J.  • 

Daw  ley,  Edward 
Davis,  Hattie 
DeWolf,  Lizzie  P. 
Dixon,  Irene 
D''naly,  Kate 
Doran,  Belle 
Darling.  Katie 
Durfei-;,  Joshua  T. 
Daggett,  M.  Isabel 
Donnavan.  Joanna 
Davis,  Mrs.  Thomas 


Exeter, 

Adamsville, 

Carolina, 

Warren, 

East  Providence, 

Newport, 

Wyoming, 
Slate  rsville, 
Providence, 


January,  1872. 


January,  1873. 


Clayville, 

Valley  Falls, 

Watchemoket, 

South  Portsmouth, 

Wakcfield, 

Jamestown, 

Anthony, 

Ti  vert  on. 

Bnrrillville, 

Woonsocket, 

Diamond  Hill, 

Providence, 


Providence, 

Newport, 

Bristol, 

Davisville, 

Wakefield,. 

Rocky  Brook, 

Providence, 

Pavvtucket, 

Millville,  Mass., 

Fall  River,  Mass. 

Providence, 

Pawtucket, 


January,  1874. 


January,  1872. 


January,  !873. 
January,  1874. 


RHODE    ISLAND  INSTITUTE  OF  INSTRUCTION. 


133 


Eastman,  J. 
Ela,  Rev.  David  H. 
Esten,  Ida  L. 
Ewins,  Margaret 
Faxon,  Charles  E. 
Field,  Laura  E. 
Freeman,  Lester  A. 
Fry,  Mary  E. 
Fairman,  Mary  C. 
Fitz,  Frank 
Friend,  R.  M. 
Fry,  Mattie 
Fuller,  Rov.  O.  P. 
Fielden,  Mrs.  Annie  F. 
Fales,  Sarah  E. 
Frcthingham,  Mary  A. 
Fisher,  Annie 
Gould,  Edwin  W. 
Gladding,  Lucy  J. 
Grisvvold,  Mrs.  E.  A. 
Greenough,  J.  C. 
Gates,  Charles  H, 
Gushee,  L.  L. 
Gordon.  Mary  L. 
Gardiner,  Mrs.  Bessie 
Greene,  Martha  A. 
Gray,  Peace  C. 
Gifford,  Miss  L.  A. 
Grinnell.  II.  15.  M.  Mrs. 
Gardiner,  Henry  G. 
Gorton,  Miss  II.  F. 
Gorton,  Miss  Etta  C. 
Greene,  Alice  M. 
Greene,  A   E.  Miss 
Gardner,  Ida  M. 
Grant,  Orville  B. 
Greene,  Millen  S. 
Greene,  Albert 
Greene,  Ann  E. 
Harvey,  Clara  B. 
Hazard,  Rosa  E.  G. 
Hyde,  Fred  A. 
Hussey,  Emma  P. 
Hall,  J.  Milton 
Hewitt,  Harriet  E. 
Hcywood,  Alniira  L. 
Harris,  Louise  O. 


East  Greenwich, 

Pawtucket, 
Providence, 


Carolina  Mills, 
Pawtucket, 

Newport, 
Carolina  Mills, 
Centreville, 
Providence, 
Newport, 

Olneyville, 
Providence, 


Warren, 

Pawtucket, 

Usquepangh, 

Slocumville, 

Tiverton  Four  Corners, 

Adamsville, 

Pawtuxet, 

Newport, 

Pawtucket, 
Newport, 
Laurel  Hill, 
Providence, 
Carolina  Mills, 
Westerly, 
Newport, 
Providence, 


January,  1872. 

January,  1873. 
January,  1874. 
January,  1872. 


January,  1  73. 


January,  1872. 


January,  1873. 
January,  1874. 
January,  1872. 


134 


HISTORY    OF    THE 


Harris,  Mrs.  M.  A. 
Harden,  Emily  J. 
Heriick,  Emma 
Harn,  Nancy  S. 
Hull,  Abhie  A. 
Hathaway,  Ella  J. 
Howes,  Charles  E. 
Hornby,  Anna  M. 
Hull,  John  H. 
Hoxsie.  Annie  E. 
Hiscox.  Lydia  W. 
Hazard,  Ella  V. 
Henry,  Maria  E. 
Hammett,  Alice 
Horton,  Edward  A. 
Hunt,  J.  E. 
Hunt,  Miss  H.  M. 
Horton.  Victor  F. 
Hall,  Martha  W. 
Hopkins,  Miss  E.  A. 
Hood,  Benjamin  W. 
Holden,  Annie  F. 
Hastings,  Miss  J.  E. 
Harris,  Mrs.  E.  T. 
Hoxsie,  John 
Hopkins.  John 
Hall,  Mary  L. 
Hall,  Robert  D. 
Hathaway,  Miss  Abbie  A. 
Hammett,  Lizzie 
Hammond,  Mary  E. 
Irons,  Ida  R. 
Irons,  Thomas 
Irons,  Daniel  W. 
Jackson,  Miss  Susan  E. 
Jewett,  Mary  L. 
Jones.  Alice  J. 
Jenekes,  William  F. 
Jenckes.  Ilartwell  H. 
Jennings»  Andrew  J. 
Jacobs,  Miss 
Jones,  Mary  W. 
Knight,  M.  Carrie 
Knight,  W.  A. 
Kenyon,  Emma  F. 
King,  A.  F. 
Kavanagh,  Miss  M.  J. 


Providence, 


Wakefield, 

East  Greenwich, 

Westerly, 

Pawtucket, 

Tower  Hill, 

Olneyrille, 

Charlestown, 

Central  Falls, 

Wickford, 

Newport, 

Watchemoket, 

Pawtucket, 

Newport, 

Olneyville, 

Providence, 


East  Greenwich, 

North  Attleboro',  Mass. 

Pascoag, 

Shannock  Mills, 

Usquepaugh, 

Westerly, 

Portsmouth, 

Providence, 

Newport, 

Middletown, 

Harmony, 

Phenix, 

Providence, 
<« 

Newport, 

Lime  Rock, 
Warren, 
Central  Falls, 
Newport, 
Phenix. 
Foster  Centre, 
Potters  Hill. 
Fall  Rivei,  Mass., 
Newport, 


January,  1872. 


January,  1873. 


January,  1874. 


January,  1872. 
December,  1872. 

January,  1872. 


December,  1872. 
January,  1873. 


January,  1874. 
January,  1872. 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION. 


135 


Kenneth,  .John 
Reach,  J.  A. 
Keith,  Still  man  H. 
King,  Mrs.  Celia  A- 
Kclton,  Fannie 
King,  Edwin  H. 
Kenyon,  Henry 
Kenyon,  D   C. 
Keyser,  R  S. 
Leavens,  Rosamond  R. 
Leavitt,  Miss  C.  E. 
Lyon,  Ahhie  F. 
Lincoln,  M. 
Lawton,  Eliza  H. 
Lawton,  Mrs.  E.  T. 
Lillihridge,  Sarah  M. 
Lawton,  A.  A, 
Lillibridgc,  A.  A. 
Locke,  Hannah  W. 
Lewis,  Martha  B. 
Littlefield,  N.  W. 
Lathrop,  M.  E. 
Lincoln,  Susan 
Lincoln,  Eugene  H. 
LeFavor,  II. 
Lyon,  Fannie  M. 
LeFavor,  Julia 
Murray,  M.  Addie 
Magill,  Edward  H. 
Manchester,  A.  J. 
Mann,  Carrie 
Martin.  Jennie 
Mowry,  J.  E. 
Marble,  Sarah 
Monroes  William  C. 
Moore.  II.  B. 
Header,  L.  II. 
Moore,  Andrew  B. 
Moore,  L.  E. 
Moore.  M.  A. 
Morey,  Philip  A. 
Miller.  Ella  A. 
Maryott,  C.  A. 
Miller.  Hollo 
Maxon,  Ahhie  M. 
Martin,  M.  S. 
Miner,  II.  E. 


Wyoming, 

Centredale, 

South  Manchester,  Conn. 

Providence, 

Watchemoket, 
Wyoming, 
East  Greenwich, 

Providence, 

Centreville, 

Coventry, 

Tiverton, 

Richmond, 

Voluntown, 

Wyoming, 

Usquepaugh, 

Exeter, 

Newport, 

Providence, 

Central  Falls, 
Centreville, 

Providence, 


Warren, 

North  Providence, 

Woonsocket, 

Exeter, 
Albion, 
Usquepaugh,  « 


Barrington  Centre, 

North  Stonington,  Conn. 

Manton, 

Westerly, 

Newport, 

North  Stonington,  Conn. 


January,  1872. 


January,  1873. 


January,  1874. 
January,  1872. 


December,  1872. 
it  '< 

January,  1873. 

i-  a 

U  14 

January,  1872. 


136 


HISTORY    OF    THE 


Mills,  James  C. 
Maryatt.  C.  E. 
Morse,  Nancy  E. 
Manchester,  Clara 
Morgan,  Mrs.  Vana  L. 
Maedonald,  Julia  E. 
Magoon,  B.  S. 
Metealf,  Abbie  B. 
Maxfield,  L  G. 
Merriam,  W.  W. 
Magoon,  Mrs.  Benjamin 
Mowry,  S.  Nellie 
Magoon,  Mrs.  J.  R. 
Martin,  W.  E. 
Mowry,  Eliza  A. 
Mowry,  Viola  J. 
Nettleton,  F.  H. 
Newton,  J.  T. 
Nichols,  MissO.  E. 
Neville,  C.  A. 
Nortlmp,  Mary  E, 
North  up,  Sarah  C. 
Nye,  J.  M 
Oldfield,  Mary  H. 
Owen,  Lizzie 
Padelford,  Gov.  Seth 
Peck,  Annie  S 
Peck,  George  B. 
Pack-ird,  C.  M. 
Perry,  Emma 
Potter,  Minnie  P. 
Pitman,  Julia  F. 
Pitcher,  "Fannie  I. 
Pratt  Lizzie  F. 
Paine,  E.  Lizzie 
Parker,  Ezra  K. 
Paige,  Nellie  E. 
Peck,  William  T. 
Peabody,  Miss  J.  S. 
Phillips,  Mowry 
Potter,  Lydia  H. 
Phillips,  William  H. 
Perry,  William  H. 
Potter,  Carrie  C. 
Perry,  Mrs.  Sarah  M.  H. 
Prosser,  Mary  J. 
Peckham,  Alice 


Pawtucket,  January,  1872. 

North  Stonmgton,  Conn.,        "  " 

Woonsocket, 

Olneyville,  December,  1872. 

Providence.  January,  1873. 


Exeter, 

Olneyville, 

Georgiaville, 

Centreville, 

Natick, 

Providence, 


Clinton, 
Pendleton  Hill, 
Providence, 
North  Providence, 
•Cenlieville, 
Providence, 
Centreville, 
Providence, 


January,  1874. 
January,  1872 

(I  <C 


January,  1873. 
January,  1872. 


Pawtucket, 

Central  Falls, 

Newport, 

East  Greenwich, 

Lonsdale, 

Pawtucket, 

Coventry, 

Slatersville, 

Warren, 

Newport, 

Pascoag, 

OlneyvHle, 

Charlestown, 

Providence, 

Uxbridge,  Mass., 

Wakerteld, 

Westerly, 


December,  1872. 
January,  1873. 


RHODE     ISLAND    INSTITUTE    OP    INSTRUCTION. 


137 


Phillips,  Lilla 
Paterson,,  Ernestine 
Palsey,  Abbie  J. 
Potter,  Abbie 
Paine,  Lizzie  M. 
Paine.  Melvina 
Park,  Mary  F. 
Robinson,  Lizzie  S. 
Reynolds.  Myrtie 
Robinson,  Joseph  K. 
Rickard,  William  W. 
Read,  Miss  G.  I). 
Reynolds,  Mary  B. 
Rea,  flattie  L. 
Ray,  Adeline 
Reynolds,  T.  O. 
Reynolds,  Mary  E. 
Reynolds,  Amanda  E. 
Rhoades,  Benjamin  II. 
Ray,  Sarah  M. 
Richards,  J.  S. 
Rounds,  Cynthia 
Russell,  Maria  J. 
Riley,  Mary  A. 
Salisbury,  Adela  C. 
Swan,  Allen  L. 
Salisbury,  Ellen  A. 
Swift,  Clara  L. 
Shepley,  Mary  B. 
Sayk-s,  Emeline  A. 
Scott,  Annie  E. 
Searle,  Miss  A.  E. 
Salmon,  Mary 
Stetson,  Mary  S. 
Shaw,  Emma 
Salisbury,  Susan 
Snow,  Sophie  P. 
Sherman,  Lizzie  C. 
Sisson,  Alice  M. 
Stillman,  Ilattie  E. 
Smith.  Eliza  B. 
Stillman,  George  C. 
Sherman,  Charles  H. 
Sheldon,  Lizzie  C. 
Swinburne,  Elizabeth  II. 
Salisbury,  Emma  F. 
Sutton,  Emma  F. 
18 


Pascoag, 
North  Foster, 
Roekland, 
East  Greenwich, 
Central  Falls, 

Woonsocket, 
Providence, 


North  Kingstown, 

Barrington, 

Exeter, 

Chepachet, 

North  Kingstown, 

Chepachet, 

Newport, 

Watchemoket, 

Cranston, 

South  Foster, 

Pawtuxet, 

Westerly, 

Providence, 


January,  1873. 


January,  1874. 
January,  1872. 


January,  1873. 


January,  1872. 


Plienix,  f 
Valley  Falls, 
Anthony, 
Westerly, 

North  Stonington,  Conn., 

Exeter, 

Wakefield, 

Newport, 

South  Scituate, 

Watchemoket, 


December,  1872. 
January,  1872. 


138 


HISTORY    OF    THE 


Simmons,  Hiittio  B. 
Simmons,  A.  R. 
Smith,  Mary  C. 
Snow,  S.  A. 
Steere,  Isaac 
Small,  A.  D. 
Scarborough,  Mary  E. 
Swan,  Harriet  A. 
Stephens,  Abhie  F. 
Stanley,  Lucy  C. 
Sheffield,  Mary  C. 
Snow,  Etta 
Sweet,  S.  S. 
Simmons,  J.  W. 
Sayles,  H.  C. 
Smart,  Charles  H. 
Spencer,  Deacon  Orin 
Shove,  Miss  M.  A. 
Sherman,  Lilian  M. 
Steere,  Mrs.  Emeline  E. 
Stanley,  Miss  L.  C. 
Snell,  Helen  L. 
Steere,  Ida  E. 
Smith,  A.  A. 
Stecle,  Charlotte  E. 
Saunders,  A.  A.,  M.  D. 
Tillinghast,  C.  E. 
Tefft,  Edward  C. 
Tefft,  Ann  E. 
Tillinghast,  Leonard  A. 
Thornton,  Ella  M. 
Terry,  Mary  E. 
Taylor,  B.  P. 
Tiffany,  R.  A. 
Tillinghast,  Ira  L. 
Tiffany,  Miss  E.  R. 
Tucker,  William  F. 
Tompkins,  Eleanor  L. 
Thurber,  Martha  F. 
Taft,  Maria  L. 
Tinkler,  Rosa 
Tillinghast,  Iva  L. 
Tanner,  Abel 
Tefft,  Azel  W. 
Vincent.  Charles  G. 
Vestal,  Tilghman  R. 
Vose,  P.  C. 


Pawtucket, 

Lonsdale, 

Pawtuxet, 

Uxbridge.  Mass. 

Burrillville, 

Newport, 

Providence, 


January,  1872. 


Franklin,  N.  H., 

Bristol, 

Woonsocket, 

Coventry, 

Westerly. 

Burrillville, 


Providence, 

Providence, 

Puwtucket, 

Griswold,  Conn., 

Kingston, 

Greene, 
Providence, 


Barrington, 

Wyoming, 

Harrington, 

Shannock  Mills, 

Adamsville, 

Providence, 


Wyoming, 
Carolina  Mills, 

Rockville, 
Columbia,  Tenn. 
Woonsocket, 


January,  1873. 


January,  1874. 


January,  1872. 


January,  1873. 

January,  1874. 
January,  1872. 


RHODE     ISLAND    INSTITUTE    OF    INSTRUCTION. 


139 


Watson,  Carrie 
Waldron,  Sarah  A. 
Wi  Hough  by,  Lilian  R. 
Wood,  Mary  E. 
Williams,  Alonzo 
Whittemore,  Julia  B. 
White,  Ilattie 
Williams,  Amy  M. 
Wood,  Caroline  A. 
Wood,  M.  Lizzie 
Walker,  W.  S. 
Williams,  S.  Lila 
Walker.  Flora  L. 
Willard,  M.  H. 
Woodward,  Ada 
Whaley.  Mary  A. 
Whipplc,  Emily  F. 
Wood,  Sar;i.h  E.    " 
Winsor,  Ella  J. 
Wooda-rt,  E.  M. 
Whipple,  Mary  C. 
Wing.  F.  W. 
Warner.  Prof.  W.  W. 
Willis,  Mrs.  Edwin 
White,  Mrs.  Rebecca  II. 
Wallace,  Nellie 
Watson,  Rev.  E.  F. 
Wood,  Ellen  P. 
Waterman,  W.  W. 
Wentworth,  Miss  M.  C. 
Wellman.  Mrs.  Almira  R. 
Wile-ox,  Abbie  E. 
Woodward,  Emily 


Kingston, 

Wakefield, 

Providence, 


Woonsocket, 

Crompton, 

Watchemokei, 

Newport, 

Olneyville, 

North  Providence, 

Warwick  Neck, 

East  Providence, 

Newpoi  t, 

Coventry, 

Watchemoket, 

Greenville, 

Woonsocket, 

Olneyville, 

North  Providence, 

Providence, 


Wakefield, 

Greene, 

Taunt  on, 

Westerly, 

Chepachet, 

Niaritic, 


January,  1872. 


January,  1873. 


January,  1874. 


CO]U:KCTION.— In  the  preceding  list  of  members  John  J.  Stimson  should  have 
been  marked  with  an  asterisk  (*)  and  a  j;  John  Carter  Brown  with  a  t;  and  Rev. 
Alva  Woods,  IX  I).,  with  a  j. 


140  HISTORY    OF    THE 


HON.  JOHN  KINGSBURY.— Note,  pp.  28,  42,  96. 

As  the  last  sheet  of  this,  volume  was  passing  through  the  press,  the 
sad  announcement  of  Mr.  Kingsbury's  death  was  made.  He  died  at  his 
residence,  on  Angell  street,  Providence,  December  21,  1874.  aged  73 
years.  The  following  notice  of  the  deceased  is  copied,  with  a  few 
changes,  from  the  Providence  Daily  Journal  of  December  22d. 

Mr.  KINGSBURY  was  a  native  of  South  Coventry.  Connecticut,  and 
was  born  in  May,  1801.  He  was  educated  at  Brn\vn  University,  where 
he  graduated  with  distinguished  rank  as  a  scholar  in  the  class  of  1826. 
While  yet  a  student,  within  a  few  weeks  of  his  graduation,  having  al- 
ready fixed  upon  teaching  as  his  chosen  profession,  he  became  associated 
with  the  late  Mr.  G.  A.  Dewitt,  in  the  instruction  and  management 
of  the  Providence  High  School,  at,  that  time  the  principal  school  in  the 
city.  At  the  end  of  two  years  he  commenced  the  "  Young  Ladies' 
High  School,"  at  the  solicitation  of  many  leading  citizens  of  Providence, 
who  had  long  felt  the  need  of  such  an  establishment  for  the  education  of 
their  daughters.  The  new  school,  both  in  its  instruction  and  in  all  its 
appointments,  was  of  a  higher  grade  than  had  been  before  known  in  this 
community.  In  1848,  he  erected  on  Benefit  street,  from  plans  drawn  by 
the  late  Thomas  A.  Teflf't,  the  fine  school  building  now  occupied  by  Rev. 
J.  C.  Stock  bridge,  D.  I).  This  school  he  maintained  witli  unexampled 
prosperity  for  thirty  years,  during  which  he  superintended  the  education 
of  two  generations  of  a  large  proportion  of  the  foremost  women  of 
Providence,  and  of  many  from  abroad.  He  retired  from  his  long  and 
most  successful  work  in  1858,  and  the  occasion  was  celebrated  by  a  re- 
union of  all  who  had  been  his  pupils  who  were  still  among  the  living, 
with  testimonials  of  gratitude  and  respect,  most  honorable  alike  to  the 
pupils  and  to  their  veteran  instructor  and  friend.  He  had  already  re- 
ceived the  appointment  of  State  Commissioner  of  Public  Schools,  which 
lud  been  offered  him  by  the  Governor,  so  soon  as  his  purpose  was  known 
of  retiring  from  the  labors  of  his  school.  This  position  he  resigned  in 
1859,  and  was  immediately  made  President  of  the  Washington  In- 
surance Company,  an  office  which  he  continued  to  hold  to  the  lime  of 
his  death. 

Though  the  founder  and  instructor  of  a  private  school,  on  which  he 
depended  for  his  living,  he  was,  from  the  beginning,  one  of  the  most 
earnest  and  active  friends  and  promoters  of  public  education,  and  that 
too,  long  before  any  system  for  this  purpose  had  been  established  in 
Rhode  Island,  and  when  the  advocacy  of  such  a  system  was  anything 
but  a  passport  to  popularity.  He  did  as  much  as  any  one  in  bringing 
public  opinion  to  sanction  and  demand  the  legislation  by  which  our  pre- 
sent common  schools  were  created,  and  he  gave  a  vast  amount  of  time 
and  effort  to  the  encouragement  and  guidance  of  those  who  superin- 
tended their  early  struggles  for  existence.  He  was  the  most  active 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION.  141 

founder  and  long  the  President  of  the  "  Rhode  Island  Institute  of  In- 
struction," which  did  so  much  to  sustain  the  labors  of  Mr.  Barnard,  the 
first  Commissioner  of  our  State  schools,  and  in  a  great  variety  of  ways 
he  rendered  services  which,  possibly,  no  other  man  among  us  at  that 
time  would  have  been  able  to  render.  In  promotion  of  the  general 
cause  of  education  he  also  assisted  in  founding  the  "  American  Institute 
of  Instruction,"  that  national  association  of  teachers,  which  h:is  con- 
tributed so  largely  to  the  elevation  of  the  teachers'  profession  throughout 
the  country.  He  was  the  President  of  this  body  for  two  years,  and  for 
more  than  twenty  years  one  of  its  councillors  and  managers. 

In  the  early  scientific  pursuits  of  the  "Franklin  Society,11  Mr.  KINGS- 
HI;  uv  took  5i  leading  part,  and  was  for  several  years  President  of  the 
Society.  He  has  been  for  the  past  twenty  years  one  of  the  trustees  of 
the  "  Butler  Hospital  for  the  Insane,"  and  has  given  much  attention  to 
the  interests  of  that  institution.  In  1844  he  was  chosen  a  member  of  the 
Board  of  Trustees  of  Brown  University,  and  in  this  capacity  he  has  i-en- 
dered  most  useful  services  to  the  place  of  his  education.  He  has  ever 
since  been  actively  engaged  i;ot  only  in  its  immediate  management,  but 
also  in  the  efforts  which  from  time  to  time  have  been  set  on  foot  for  in- 
creasing its  endowments  and  enlarging  its  usefulness.  In  1853  he  was 
raised  to  its  Board  of  Fellows,  and  at  the  s:ime  time  was  chosen  Secre- 
tary of  the  Corporation,  an  office  which  he  continued  to  hold  to  the  end 
of  his  life.  In  recognition  of  his  various  and  eminent  services  to  the 
cause  of  education,  the  University,  in  1850,  conferred  on  him  tlie  hono- 
rary degree  of  Doctor  of  Laws. 

On  coming  to  Providence,  as  a  student  in  the  college,  in  1822,  Mr. 
KiMiSBUKY  connected  himself  with  the  Richmond  Street  Congregational 
Church,  and  of  the  interests  of  that  church  he  was  long  a  most  effi- 
cient promoter.  When  in  1851  it  was  proposed  by  a  portion  of  its  mem- 
bers to  establish  the  Central  Congregational  Church,  and  to  erect  a  new 
house  of  worship,  in  another  part  of  the  city,  he  was  by  common  consent 
placed  at  the  head  of  the  movement.  In  connection  with  both  of  these 
churches  he  has  through  life  been  eminent  as  a  teacher  of  the  Bible. 
The  Sunday  class  which  IK;  early  established,  and  maintained,  we  be- 
lieve, nearly  to  the  end  of  his  life,  has  embraced  not  only  large  numbers 
of  young  men  of  the  city,  but  first  and  last,  upwards  of  two  hundred 
students  of  the  University.  lie  was  for  many  years  at  the  head  of  the 
Young  Men's  Bible  Society,  and  also  for  several  years,  President  of  the 
Young  Men's  Christian'  Association. 

It  is  services  such  as  these,  generously  and  (juicily  rendered  to  so 
many  of  the  most  important  educational,  social  and  religious  interests  of 
the  community,  that  have  ennobled  the  career  which  we  have  thus  im- 
perfectly sketched. 


142 


SCHOOL    COMMISSIONERS. SUPERINTENDENTS. 


STATE  COMMISSIONERS. 


NAMES. 

Tears. 

Served. 

Henry  Barnard,                - 
Elish'a  It.  Potter,  Jr., 
Robert  Allyn,     - 
John  Kin  gsbury,       -                                          . 
Joshua  B.  Chapin, 

Henry  Rousmaniere,      -                            - 
Thomas  W.  Bicknell, 
Thomas  B.  Stockwell,    - 

1845  to  1849. 
1849  to  1854 
1854  to  1857. 
1857  to  1859. 
1839  to  1861. 
1863  to  1869. 
1861  to  1863. 
1869  to  1875. 
1875  to 

4  ye 
5 

6 
2 
6 

irs. 

SUPERINTENDENTS  OF  SCHOOLS.— 1874-75.* 


TOWN  OK  CITY. 

SUPERINTENDENT. 

POST  OFFICE  ADDRESS. 

Providence, 
Newport. 

Rev.  Daniel  Leach, 
Thomas  H.  Clarke,  - 

Providence. 
Newport. 

Harrington, 

Isaac  F.  Cady,  A.  M., 

Barrington  Centre. 

Bristol,  - 

Robert  S.  Andrews,  - 

Bristol. 

Burrillville, 

Rev.  William  Fitz, 

Pascoag. 

Charlestown,  - 

William  F.  Tucker,  - 

Shannock  Mills. 

Coventry,   - 

E.  K.  Parker, 

Summit. 

Cranston, 

_ 

Cumberland, 

Francis  S.  Weeks, 

Woonsocket. 

East  Greenwich, 

I'eleg  G.  Keiiyon, 

East  Greenwich. 

East  Providence, 

Rev.  R.  H.  Paine, 

tVatchemoket. 

Exeter,  -           -           -    • 

Willet  H  Arnold,     - 

Exeter. 

Foster, 

George  S.  Tillinghast,   - 

Foster  Centre. 

<>locester, 

Rev.  John  M.Purkis. 

Jhepachet. 

Hopkinton, 

Rev.  S.  S.  Griswold, 

ilopkinton. 

Jamestown,    - 

Elijah  Anthony, 

Jamestown. 

Johnston,   - 

William  A.  Phillips, 

31neyville. 

Lincoln, 

Rev.  James  II.  Lyon, 

Jentral  Falls. 

Little  Compton,  - 

Benjamin  F.  Wilbor,  Jr., 

Little  Cornpton. 

Middletown,    - 

John  Gould,    .... 

Newport. 

New  Shoreham,   - 

Giles  H.Pcabody, 

New  Shoreham. 

North  Kingstown,     - 

A.  15.  Chadsey,           -           -           -  ' 

Wickford. 

North  Providence, 

Marcus  M.  Cowing, 

Providence. 

North  Smithfleld, 

Rev.  Stephen  Phillips, 

Woonsocket. 

Pawtucket, 

Andrew  Jencks,  - 

Pawtucket. 

Portsmouth.    - 

George  Manchester, 

Newport. 

Richmond, 

Rev.  G.  Tillinghast, 

Wyoming. 

Scituate, 

Rev.  J.  M.  Brewster, 

North  Scituate. 

South  Kingstown, 

N.  C.  Peckham,  Ji., 

Wakefleld. 

Smithfleld,       -   • 

Hon.   Samuel  Karnum, 

Georgiaville. 

Tiverton,    - 

John  F.  Chase,     - 

Pall  River,  Mass. 

Warwick, 

John  F.  Brown, 

Natick. 

Warren, 

Rev.  S.  K.  Dexter, 

Warren. 

Westerly, 

Rev.  H.M.  Eaton,      - 

Westerly. 

West  Greenwich,            |Charles  F.  Carpenter,    - 

Summit. 

Woonsocket,   -          -     (Rev.  C.  J.  White,       - 

Woonsocket. 

*  In  nineteen  towns  the  salaries  of  Superintendents  are  fixed.  Maximum  salary 
(Providence),  $2,500;  minimum  salary,  (Barrington),  $25;  Newport  pays  $2,000; 
Woonsocket,  $500;  Bristol,  $400.  One  town  pays  $3  per  day  and  expenses;  one 
town  $3  per  day;  one  town  $2.50  per  day;  one  town  has  no  fixed  salary;  two 
towns  no  salary;  ten  towns  compensation  not  reported. 


INDEX 

To  History  of  R.  I.  Institute  of  Instruction. 


Addresses,  synopsis  of,  by  Lieut.  Gov.  C.  C.  Van  Zandt,  lion. 
Thomas  A.  Doyle,  Hon.  John  Eut/m,  Rt  Rev.  T.  M. 
Clark,  Hon.  Thomas  W.  Bit-knell,  President  E.  G. 
Robinson,  92,  93 
Allyn,  Rev.  Robert,  services  of,  39,  41 
Alvord,  Prof.  C.  M.,  death  of,  75 
Brief  history  of  education  in  early  times,  5-8 
Barnard,  Hon.  Henry,  services  of,  15-34 
Bicknell,  lion.  Thomas  W.,  services  of,  44-46 
Bailey,  Prof  ,  lecture  on  reading  by,  -  88 
Boyden,  Rev.  John  Jr.,  notice  of,  106 
Baker,  Mr.  William  S.,  services  of,  52 
Chapin,  Hon.  -Joshua  B..  services  of,  42-43 
Colburn,  Dana  P.,  notice  of,  100 
Clarke,  Hon.  G.  L.,  address  of,  -  68 
Conclusion,  -  103 
Constitution  of  Institute,  111,  112 
Charter  113,  114 
DeMunn,  X.  W.,  method  of  teaching  geography  by  67 
Evening  schools,  history  of,  102,  103 
Eaton.  Hon.  John,  address  of,  -  82.  83 
Education  in  Xew  York,  Xew  Jersey.  Pennsylvania  and  In- 
diana. IrtH,  1847,  -  14,  15 
Fenner,  Gov.  James,  and  Newport  school  fund,  8 
Garmvell,  Albert  A.,  notice  of,  71 
Greene,  Prof.  S.  S.,  addresses  of,  -  87,  96 
Hughes,  John  L.,  notice  of,  -  36 
Howland,  John,  services  of,  -  12 
Hundredth  meeting  of  the  Institute,  (thirtieth  annual),  76 
How  can  o;ir  schools  be  improved?  (L.  W.  Russell),  89,  90 
Ives,  Moses  B.,  anecdote  of,  105 


144  INDEX. 

Institute  meetings,  synopsis  of,      -  46-71 

Increasing  interest  in  annual  meetings,  71 

Importance  of  elementary  education,  S.  Austin,  94,  95 

Jaegar,  Prof.  B.,  notice  of,  38 

Kingshury.  Hon.  John,  services  of,  28,41;  address  of,  96 

Kile,  Prof.  O.  C..  notice  of,  94 

Leach.  Rev.  Daniel,  address  of,     -  86,87 

Lyon,  President  Merrick,  address  of,       -  .84 

List  of  members  of  Institute.  1845  to  1874,        -  120,  139 

Movements  in  favor  of  public  free  schools,  10-13 

Modern  progress  in  physical  science,  by  D.  VV.  Hoyt,  76-79 

Manchester,  Albert  J..  "  Teaching  history,"  by  67 

Mowry,  William  A.,  address  of,    -  90,  91 

Mann,  Horace,  method  of  dispersing  a  mob,  14 

Normal  School,  history  of,  98,  101 

Old  schoolmasters.                                                                               .  7,9 

Officers  of  the  Institute,  1845-1874,  115-119 

Perry,  Hon.  Amos,  letter  from,  20;   report  by,  25;    address  of,  u7 

Programme  of  topics  for  1845  and  1847,  23 

Providence  schools,  13.  3  5 

Potter,  Hon.  Elislia  R.  Jr.,  services  of,  37-39 

Preparatory  classical  studies,  by  Prof.  J.  L.  Lincoln,  79,  80 

Padelford.  Gov.  Seth,  address  and  services  of,  68 

Rhode  Island  Institute  of  Instruction  organized,  22 

Reunion  ol  original  members,      -  95-97 

Rhode  Island  Educational  Union,  its  work,  102 

Reading,  a  paper  on,  by  J.  C.  Greenough,  81 

Rhode  Inland  Schoolmaster  merged  in  a  New  England  journal,  114 

Rousmaniere,  Hon.  Henry  services  of,  44 

State  Agent  appointed,        -  15 

So  wall,  Judge  Samuel,  gives  land  to  support  schools,  7 

School  laws  revised,  16 

State  School  Commissioner  appointed,  18 

State  expenditure  for  schools,  1873,  35 

Snow,  F.  B.,  lecture  on  moral  instruction,  by    -  <i4 

Shepard,  Rev.  Dr.  Thomas,  services  of,  -  105 

Staples.  Rev.  C   A.,  address  of,     -  85,  86 

Stone,  Rev.  E.  M.,  address  of,  97 

State  Commissioners,  142 

Superintendents,  city  and  town  in  state,  J42 

Turpin,  William,  notice  of,  10 

Thought  and  expression,  by  Prof.  S.  S.  Greene,  73,  74 

Text-books,  by  J.  C.  Greenough,  84 

Teflt,  Thomas  A.,  notice  of,                                              -  27 

Updike,  Hon.  Wilkins,  speech  of,  17,  26 

Wayland,  President  Francis,  notice  of,  -                       -  104 


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